Refining the Construct of Classroom-Based Writing-From-Readings Assessment: The Role of Task Representation

Abstract

This article argues that task representation should be considered as part of the construct of classroom-based academic writing. Task representation is a process that writers move through when creating a unique mental model of the requirements for each new writing task they encounter. Writers' task representations evolve throughout the composing process and continue to change even after a writing assignment is submitted for evaluation. The article presents data from an ethnographic study of an argumentative writing-from-readings assignment given in an academic writing class. The data show that the task representations of the four participants heavily influenced the form and substance of their final written products. It was particularly difficult for these second-language writers to interpret task cues emanating from the teacher and context to understand the boundaries of the writing-from-sources task and construct appropriate task representations. Consequently, two received a score of 0% for plagiarism and one intentionally avoided part of the source use requirement of the writing task. Because the participants' writing performance was partially a result of the accuracy and appropriateness of their task representations, this article argues that task representation should be considered when defining the construct of an academic writing-from-sources assessment.

Notes

¹Some people have questioned the choice of essay topic. Because this was an ethnographic study of students' reading and writing experiences within an authentic writing class, the choice of essay topic was not mine to manipulate.

²Some would argue that Lin's copying was influenced by the Chinese educational culture of memorization. The data suggested that her reasons for copying were complex and multifaceted. The causes include low L2 proficiency, misinformation from a close Chinese friend about New Zealand teachers' expectations, the desire to do well on the writing assignment, and not completely understanding the task requirements.