| Course | ACCT 635 Advanced Research for Financial Reporting (ACCT635) |
|---|---|
| Module/Week | 3 |
| Assignment | Discussion Board Forum 3 |
| Paper type | Discussion thread with two replies |
| Length | about 920 words (thread and replies). Course guide: a thread that must top 400 words, plus a reply of more than 250 words to each of two classmates |
| Format | APA 7 citations and reference list |
| Points | 100 |
| School | Liberty University Online |
| Program | MS in Accounting |
| Where it sits | Module/Week 3 in Liberty's published ACCT 635 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for ACCT 635 Week 3
Discussion Board Forum 3: Positive and Normative Accounting Theory
ACCT 635 Advanced Research for Financial Reporting, Discussion Board Forum 3
Thread by [Student Name]
The classmates are composites; the textbook, accounting standard update, studies and Bible passage cited are real.
Positive accounting theory tries to explain and predict accounting practice: why managers choose certain methods and why they support or oppose proposed standards. Normative theory prescribes: it asks what accounting should be, usually by reference to the needs of users. Wolk et al. (2017) present the two as complementary, since a standard setter needs to know both what users need and how preparers will respond.
ASU 2024-03 is a good case for both. It asks public companies to open up each major expense line in a note, showing how much of it is inventory bought, pay and benefits, depreciation and amortization of intangibles, plus total selling expenses and a description of the rest, starting with annual reports for years that begin after mid-December 2026 (Financial Accounting Standards Board [FASB], 2024).
Positive theory predicts who would object. Watts and Zimmerman (1978) identified bookkeeping costs and political costs among the factors that drive managers' positions on standards. Companies whose systems track expenses by function rather than by nature would face real bookkeeping costs to produce the new figures, and large, visible companies might worry that labor cost detail would attract attention from regulators or unions. The prediction is opposition from large preparers and support from investors and analysts, which is broadly the pattern the debate followed. Positive theory also predicts the shape of the compromise. A standard setter facing well-organized preparer opposition tends to narrow the scope, lengthen the transition and allow practical expedients, and the final update did leave the face of the income statement unchanged, put the detail in the notes and set an effective date more than two years after issuance. Those features look less like accidents than like the predictable price of getting the standard adopted.
Normative theory asks whether readers are better off. Blann and Moon (2026), studying disaggregation that companies provided voluntarily before the standard, found it common and increasing, and their evidence was consistent with detail on cost of goods sold, but not on selling and administrative expense, providing decision-useful information to investors and analysts. Not all disaggregation is equal, and the evidence suggests investors gain most where costs are most closely tied to the product. That finding supports the standard's direction while questioning whether every required line will be worth its cost.
Proverbs calls unequal weights and measures an abomination (English Standard Version Bible, 2001/2016, Proverbs 20:10). Disclosure that lets readers see what is inside a single expense line is one more way of keeping the measure honest.
Reply to Daniel
Daniel, you argued that positive accounting theory is scientific and value-free because it only describes and predicts. I think the claim is partly right and partly overstated. Positive theory does aim to explain behavior rather than prescribe it, and Watts and Zimmerman (1978) tested their predictions against firms' actual submissions to the FASB, which is a scientific method. But choosing what to explain, and which variables matter, involves judgment. Their model assumes managers act in their own interest through effects on compensation, debt contracts and political costs, and that assumption shapes every prediction.
Critics, including some of the authors our textbook surveys, have argued that this assumption smuggles in a view of human nature as purely self-interested. That matters for how we use the theory. If we accept that managers always lobby for their own benefit, we may discount any preparer comment on a proposed standard, even when it raises a legitimate cost concern. In the expense disaggregation debate, some preparers' objections about systems costs were surely self-interested, but some were also accurate descriptions of what the change would require.
Wolk et al. (2017) suggest treating positive and normative theory as complementary rather than as rivals. I would put it this way: positive theory tells the board whose voices to expect and why, and normative theory tells it how to weigh them. Would you agree that positive theory is useful precisely because it is not the last word, and that a board relying on it alone would end up discounting every argument preparers make?
Reply to Priya
Priya, your thread explained opposition to ASU 2024-03 mainly through bookkeeping costs. I would add a second reason that disclosure theory emphasizes: proprietary costs. Verrecchia (1983) showed that when disclosing information can harm a firm's competitive position, managers may rationally withhold it even when investors would value it, so voluntary disclosure stops short of full disclosure. Expense detail is a plausible example. A retailer that reveals how much of its cost of sales is freight, or a manufacturer that shows labor costs within cost of goods sold, may be giving competitors and suppliers information they can use in negotiation.
That helps explain the pattern Blann and Moon (2026) found before the standard: voluntary disaggregation was more common where demand for disclosure and disclosure incentives were stronger, and less common elsewhere. A mandate removes the choice, which is why proprietary cost concerns appear so often in comment letters on disclosure proposals. It also changes the competitive calculation, since every public competitor must disclose the same categories.
So let me suggest a small revision. The cost of the new standard is not only the cost of new systems but also the loss of a competitive advantage some firms enjoyed by keeping cost structures private. Whether that loss is a cost to society or merely a transfer between competitors is a harder question. If competitors simply learn what rivals pay, prices may become more efficient; if the disclosure discourages investment in cost advantages, it may be a real loss. Which do you think it is?
References
Blann, J. J., & Moon, J. R. (2026). Income statement expense disaggregation. The Accounting Review, 101(3), 137-165. https://doi.org/10.2308/tar-2023-0545
English Standard Version Bible. (2016). Crossway. (Original work published 2001)
Financial Accounting Standards Board. (2024). Accounting standards update No. 2024-03: Income statement, reporting comprehensive income, expense disaggregation disclosures (Subtopic 220-40): Disaggregation of income statement expenses.
Verrecchia, R. E. (1983). Discretionary disclosure. Journal of Accounting and Economics, 5, 179-194. https://doi.org/10.1016/0165-4101(83)90011-3
Watts, R. L., & Zimmerman, J. L. (1978). Towards a positive theory of the determination of accounting standards. The Accounting Review, 53(1), 112-134. https://doi.org/10.2308/tar-4500569
Wolk, H. I., Dodd, J. L., & Rozycki, J. J. (2017). Accounting theory: Conceptual issues in a political and economic environment (9th ed.). SAGE.
What the ACCT 635 Week 3 instructions ask
Only the third forum is graded in ACCT 635's Module/Week 3, a week spent on Wolk, Dodd and Rozycki's fourth and fifth chapters and a pair of PowerPoints. As in the earlier forums, the thread must reach past 400 words while demonstrating knowledge of the course, and two replies must each go past 250 words. This week's chapters move from the institutions of standard setting toward the research that studies them, which is why the two families of theory fit here: one tries to describe and predict accounting choices, the other to judge them. A forum that connects both to a pronouncement the FASB issued recently shows how theory helps a practitioner read the news.
How this ACCT 635 Week 3 example is built
The thread opens by defining both kinds of theory in plain terms and naming their characteristic questions. A second paragraph summarizes what ASU 2024-03 requires and when it takes effect. A third applies positive theory to the comment process, predicting which companies would object and why, using the cash flow factors Watts and Zimmerman identified. A fourth applies normative reasoning, asking whether the disclosures improve decisions, and answers with a large-sample study that finds benefits for cost of goods sold detail but not for selling and administrative detail. A short biblical paragraph follows. The replies test a classmate's claim that positive theory is neutral and add the theory of proprietary disclosure costs to another classmate's thread.
ACCT 635 Week 3 grading rubric: where the points go
Grading for this forum looks first at whether the thread defines positive and normative theory correctly and keeps them distinct, then at whether it applies each to a real pronouncement in a way that shows understanding rather than definition. Evidence should support any claim about what companies did or what investors gained. Threads below 400 words and replies below 250 lose points before their content is weighed. Replies earn credit by adding a theory, a study or a counterargument that the classmate did not consider. APA citations are expected for the textbook, the standard and any research, and accuracy about what the research found is part of the content grade.
ACCT 635 Week 3 help: mistakes that cost points
Write a one-sentence definition of each kind of theory before you start, and keep them apart throughout: positive theory asks why and what will happen, normative theory asks what should happen. Choose a recent pronouncement where the debate is documented, such as expense disaggregation, income tax disclosures or segment reporting. Use positive theory to explain who supported or opposed it, naming the costs and incentives involved. Use normative reasoning to ask whether investors are better off, and bring in evidence if any exists. In replies, challenge or extend one specific claim with a concept from the reading. Respect both word floors, and name the source behind any finding you report.
Related ACCT 635 sample papers
Other ACCT 635 weeks
- ACCT 635 Week 1: Discussion Board Forum 1
- ACCT 635 Week 2: Discussion Board Forum 2
- ACCT 635 Week 4: Project Outline and Bibliography
- ACCT 635 Week 5: Discussion Board Forum 5
- ACCT 635 Week 6: Discussion Board Forum 6
- ACCT 635 Week 7: Research Project Paper
- ACCT 635 Week 8: Research Project Presentation
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ACCT 635 Week 3 questions, answered
What is ACCT 635 Discussion Board Forum 3?
The 100-point third forum, due in Module/Week 3 as the week's only graded work, with a thread past 400 words and two replies past 250 words, here on positive and normative theory.
Where can I find a free ACCT 635 Week 3 sample paper?
On this page you will find a whole ACCT 635 Week 3 forum that applies positive and normative accounting theory to the FASB's expense disaggregation standard, ASU 2024-03, with two replies.
What is the difference between positive and normative accounting theory?
Positive theory explains and predicts accounting practice, such as which managers will lobby against a standard, while normative theory prescribes what practice should be, such as what investors ought to be told.
What does ASU 2024-03 require?
Public companies must break each relevant income statement expense line into natural parts in the notes, among them inventory purchased, employee pay, depreciation and the amortization of intangibles.
What is read for ACCT 635 Module/Week 3?
Students read Wolk et al.'s fourth and fifth chapters and work through two PowerPoints, and nothing but the forum is graded that module/week.
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