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By Lester L. Laminack

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Centre for Second Language Classroom Research. Hawaii, USA: University of Hawaii. Crebert, G. 2002. ‘Institutional research into generic skills and graduate attributes: Constraints’. Paper presented at International Lifelong Learning Conference; Yeppoon Queensland. Fairclough, N. 2002. ‘Language in the new capitalism’. Discourse and Society 13 (2): 163–166. Freedman, A; Adam, C. 1996. ‘Learning to write professionally: Situated learning and the transition from university to professional discourses’.

This is for the reason outlined by Crookes (1986) that ‘much if not most of human activity, whether in employment or in education can be seen as a series of tasks – most, although not all, having some communicative aspect to them’. In Figure 1, we outline a possible schema for thinking about variety in assessment tasks in a particular discipline area. 2 At the top level of the figure we have sought to characterise what continues to be the ‘archetypal task configuration’ in many discipline areas – ‘the individual student essay writer in discipline X writing for the lecturer’.

Tracing authoritative and internally persuasive discourses: A case study of response, revision, and disciplinary enculturation’. Research in the Teaching of English 29: 288–325. Ranta, L. 2004. ’. Paper presented at the annual conference of the Alberta Teachers of English as a Second Language; Edmonton, Alberta, Canada. Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press. Schecter, S; Bayley, R. 1997. ‘Language socialization practices and cultural identity: Case studies of Mexican-descent families in California and Texas’.

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