"Why do we Ask them to Write, or Whose Writing is it, Anyway?"

Abstract

This article's intent is to refocus the way in which we as educators think about and structure written assignments in our courses. Specifically, the authors argue for a shift in priorities: away from general skills such as the mechanics of writing or general analytic capability and toward a more particular focus on the specific ideas of unique individuals. They argue that by so doing, students are more likely to improve both their analytical and written skills. The authors illustrate this approach by describing the way in which they structure assignments, provide feedback, and create a climate for writing in organization behavior and accounting theory courses.