Abstract

This paper describes a project that sought to integrate academic literacy skills into an elective intermediate accounting subject. It offers a strategy whereby students are set academic reading and writing tasks through a series of graded published articles, written by faculty members, which were accompanied by questions and other activities to help them understand the text and analyse the accounting issues. Whilst this particular strategy for the integration of academic literacy is resource intensive for faculty members who lecture and lead tutorials, there were a number of observable student learning outcomes. These include improvement in students’ academic writing style; equipping students with new approaches to reading academic articles; and the development of a positive attitude towards the acquisition of literacy skills.

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