The impact of writing assignments on accounting students' writing skills

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

Poor writing skills have been cited frequently as a major deficiency of accounting graduates. This study is the first in accounting education to provide empirical results concerning the impact of writing assignments on writing skills. In a study conducted over a two-semester period, writing assignments were integrated into two upper-level accounting courses, intermediate financial accounting and auditing, and writing consultants were utilized to assist in evaluating students' assignments. To detect and measure writing improvement, a multiple-choice writing skills test was used in the financial accounting course while holisticly scored essay quizzes were given in the auditing course. In both cases the empirical evidence supported the assertion that writing assignments enhanced accounting students' writing skills.

Original languageEnglish (US)
Pages (from-to)309-325
Number of pages17
JournalJournal of Accounting Education
Volume9
Issue number2
DOIs
StatePublished - 1991
Externally publishedYes

Fingerprint

student
auditing
Accounting students
Assignment
quiz
semester
graduate
evidence
education
Auditing
Financial accounting

ASJC Scopus subject areas

  • Accounting
  • Education

Cite this

The impact of writing assignments on accounting students' writing skills. / Mohrweis, Lawrence C.

In: Journal of Accounting Education, Vol. 9, No. 2, 1991, p. 309-325.

Research output: Contribution to journalArticle

@article{e137585383cc48e384654876ad062696,
title = "The impact of writing assignments on accounting students' writing skills",
abstract = "Poor writing skills have been cited frequently as a major deficiency of accounting graduates. This study is the first in accounting education to provide empirical results concerning the impact of writing assignments on writing skills. In a study conducted over a two-semester period, writing assignments were integrated into two upper-level accounting courses, intermediate financial accounting and auditing, and writing consultants were utilized to assist in evaluating students' assignments. To detect and measure writing improvement, a multiple-choice writing skills test was used in the financial accounting course while holisticly scored essay quizzes were given in the auditing course. In both cases the empirical evidence supported the assertion that writing assignments enhanced accounting students' writing skills.",
author = "Mohrweis, {Lawrence C}",
year = "1991",
doi = "10.1016/0748-5751(91)90007-E",
language = "English (US)",
volume = "9",
pages = "309--325",
journal = "Journal of Accounting Education",
issn = "0748-5751",
publisher = "Elsevier BV",
number = "2",

}

TY - JOUR

T1 - The impact of writing assignments on accounting students' writing skills

AU - Mohrweis, Lawrence C

PY - 1991

Y1 - 1991

N2 - Poor writing skills have been cited frequently as a major deficiency of accounting graduates. This study is the first in accounting education to provide empirical results concerning the impact of writing assignments on writing skills. In a study conducted over a two-semester period, writing assignments were integrated into two upper-level accounting courses, intermediate financial accounting and auditing, and writing consultants were utilized to assist in evaluating students' assignments. To detect and measure writing improvement, a multiple-choice writing skills test was used in the financial accounting course while holisticly scored essay quizzes were given in the auditing course. In both cases the empirical evidence supported the assertion that writing assignments enhanced accounting students' writing skills.

AB - Poor writing skills have been cited frequently as a major deficiency of accounting graduates. This study is the first in accounting education to provide empirical results concerning the impact of writing assignments on writing skills. In a study conducted over a two-semester period, writing assignments were integrated into two upper-level accounting courses, intermediate financial accounting and auditing, and writing consultants were utilized to assist in evaluating students' assignments. To detect and measure writing improvement, a multiple-choice writing skills test was used in the financial accounting course while holisticly scored essay quizzes were given in the auditing course. In both cases the empirical evidence supported the assertion that writing assignments enhanced accounting students' writing skills.

UR - http://www.scopus.com/inward/record.url?scp=38149144723&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=38149144723&partnerID=8YFLogxK

U2 - 10.1016/0748-5751(91)90007-E

DO - 10.1016/0748-5751(91)90007-E

M3 - Article

VL - 9

SP - 309

EP - 325

JO - Journal of Accounting Education

JF - Journal of Accounting Education

SN - 0748-5751

IS - 2

ER -