Staff View: A Practical Guide to Collaborative Writing Assignments in Financial Accounting Courses

A Practical Guide to Collaborative Writing Assignments in Financial Accounting Courses

Bibliographic Details
Main Authors:	Catanach, Anthony, Rhoades, Shelley
Format:	Villanova Faculty Authorship
Language:	English
Published:	1997
Online Access:	http://ezproxy.villanova.edu/login?url=https://digital.library.villanova.edu/Item/vudl:175276

Main Authors:

Catanach, Anthony, Rhoades, Shelley

Format:

Villanova Faculty Authorship

Language:

English

Published:

1997

Online Access:

http://ezproxy.villanova.edu/login?url=https://digital.library.villanova.edu/Item/vudl:175276

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spelling	A Practical Guide to Collaborative Writing Assignments in Financial Accounting Courses Catanach, Anthony Rhoades, Shelley The accounting profession has recently stressed the importance of including formal writing assignments in the accounting curriculum. Since most accounting educators do not have training in the design, execution and evaluation of writing assignments, implementing such changes has proven difficult. Furthermore, the accounting literature provides few detailed examples of continually relevant projects that instructors can easily adopt. This paper highlights the role that a collaborative writing assignment can play in accounting education and provides instructors with practical guidance in the use of such an assignment. The group writing exercise described here: (1) familiarize students with the conceptual and practical aspects of the financial accounting standard-setting process, (2) emphasizes the importance of written communication skills to accountants, (3) provides students with the opportunity to practice their analytical and critical thinking skills using a writing-to-learn approach, and (4) requires students to organize and synthesize their communications for a particular audience. 1997 Villanova Faculty Authorship vudl:175276 Issues in Accounting Education 12(2), Fall 1997, 521-536. en
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dc.creator_txt_mv	Catanach, Anthony Rhoades, Shelley
dc.description_txt_mv	The accounting profession has recently stressed the importance of including formal writing assignments in the accounting curriculum. Since most accounting educators do not have training in the design, execution and evaluation of writing assignments, implementing such changes has proven difficult. Furthermore, the accounting literature provides few detailed examples of continually relevant projects that instructors can easily adopt. This paper highlights the role that a collaborative writing assignment can play in accounting education and provides instructors with practical guidance in the use of such an assignment. The group writing exercise described here: (1) familiarize students with the conceptual and practical aspects of the financial accounting standard-setting process, (2) emphasizes the importance of written communication skills to accountants, (3) provides students with the opportunity to practice their analytical and critical thinking skills using a writing-to-learn approach, and (4) requires students to organize and synthesize their communications for a particular audience.
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A Practical Guide to Collaborative Writing Assignments in Financial Accounting Courses
Catanach, Anthony
Rhoades, Shelley
The accounting profession has recently stressed the importance of including formal writing assignments in the accounting curriculum. Since most accounting educators do not have training in the design, execution and evaluation of writing assignments, implementing such changes has proven difficult. Furthermore, the accounting literature provides few detailed examples of continually relevant projects that instructors can easily adopt. This paper highlights the role that a collaborative writing assignment can play in accounting education and provides instructors with practical guidance in the use of such an assignment. The group writing exercise described here: (1) familiarize students with the conceptual and practical aspects of the financial accounting standard-setting process, (2) emphasizes the importance of written communication skills to accountants, (3) provides students with the opportunity to practice their analytical and critical thinking skills using a writing-to-learn approach, and (4) requires students to organize and synthesize their communications for a particular audience.
1997
Villanova Faculty Authorship
vudl:175276
Issues in Accounting Education 12(2), Fall 1997, 521-536.
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A Practical Guide to Collaborative Writing Assignments in Financial Accounting Courses

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Catanach, Anthony
Rhoades, Shelley

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The accounting profession has recently stressed the importance of including formal writing assignments in the accounting curriculum. Since most accounting educators do not have training in the design, execution and evaluation of writing assignments, implementing such changes has proven difficult. Furthermore, the accounting literature provides few detailed examples of continually relevant projects that instructors can easily adopt. This paper highlights the role that a collaborative writing assignment can play in accounting education and provides instructors with practical guidance in the use of such an assignment. The group writing exercise described here: (1) familiarize students with the conceptual and practical aspects of the financial accounting standard-setting process, (2) emphasizes the importance of written communication skills to accountants, (3) provides students with the opportunity to practice their analytical and critical thinking skills using a writing-to-learn approach, and (4) requires students to organize and synthesize their communications for a particular audience.

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A Practical Guide to Collaborative Writing Assignments in Financial Accounting Courses

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