Abstract
To prepare students for successful accounting careers, educators must be involved in developing students’ written communication skills. This article provides evidence that web-based lessons and self-tests appearing at www.gsu.edu/~accerl and dealing with three sentence structure issues significantly improve written communication skills. Our study involves control and treatment groups in a pre- versus post-treatment design. The authors measure passive voice, punctuation, and wordiness through in-class quizzes and writing assignments. Prior research has shown that a combined approach of lectures addressing writing skills within accounting classes, writing consultants, and detailed grading of assignments improve students’ written communication skills. However, this combined approach involves significant in-class time, departmental funds, and professor time. In contrast, this study shows that improved writing can occur without the substantial institutional resources these prior approaches required.
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