What not to write: an intervention in written communication skills for accounting students

This study explores the evidence that an inability to write accurately and appropriately is a widespread phenomenon among students. Using an intervention approach, initiatives were taken to seek to address this problem for first year accounting undergraduates at the University of Portsmouth. The results indicate that some improvements are possible and students’ self-awareness of the issue is evident, but that in order to sustain any improvements, it would require a new approach to the teaching of writing skills. This may have resource implications, but the potential benefits to students in the wider realm could be significant.