An Accounting Writing Proficiency Survey

Abstract

Although there has been much discussion about improving college student writing with college-level courses, little is known about how accounting programs, in particular, are addressing the writing proficiency challenge. This study surveys the 852 accounting programs in the United States to identify the frequency and types of accounting writing courses currently offered. Results indicate that few schools require an accounting-specific writing course or require students to pass any kind of writing proficiency test as juniors or seniors. Most programs do, however, require students to demonstrate English composition skills within several of the upper division accounting courses. Most department chairs do not believe that the graduates of their programs write well enough.

Effects of a writing-to-learn tutorial programme in a higher education setting: An interactive qualitative study

“…The evolution of accounting has resulted in a shift to a discipline with a pronounced emphasis on written communication skills. The ability to write with clarity is an extremely important skill (Gabriel and Hirsch 1992;Catanach and Golen 1997;Faris, Golen and Lynch 1999;Lillis and Turner 2001;Ashbaugh, Johnstone and Warfield 2002;Firch et al 2011;Ahlawat, Miller and Shahid 2012). Gouws and Terblanche (1998, 92) assert that 'communication stands out as being crucial to the fulfilment of accounting responsibility'.…”

“…Gouws and Terblanche (1998, 92) assert that 'communication stands out as being crucial to the fulfilment of accounting responsibility'. The traditional role of the accountant, as 'bean counter' or 'number cruncher' is no longer sufficient (Saudagaran 1996;Chiurri and Varaksina 2006;Firch et al 2011). That the study of accounting is primarily about numbers, mathematics and techniques to be learnt (Lucas 2001) is a misperception that causes 'many students with so-called "left brain" communication skills to shy away from the field' (Kranacher 2007, 80).…”