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ABSTRACT
A framework for analyzing academic tasks is presented, based on task conceptions formulated in cognitive psychology and in research on classroom interaction, which distinguishes between teachers' and students' version of a task, and takes into account possible reinterpretations of tasks following evaluation. Using this framework, a detailed analysis of a single task in a high school English class is presented. The teacher's goals for the task, and the manner in which he turns these goals into a concrete work activity, are described first. The tasks actually performed by three students in response to this assignment are then analyzed and sources of disjunction are identified. Issues raised by the case study for the overall task framework are then addressed.