Teachers can also invent projects where writing becomes more clearly a means to an end, to “constitute the class as a working group with some degree of complexity, continuity, and interdependency of joint activity” in order to mirror the rich “communicative relations that contextualize writing in the workplace” as Dias et al. (1999, p. 235) advocate. (326)
Ketter, Jean & Judy Hunter. "Creating a writer's identity on the boundaries of two communities of practice." Writing Selves/Writing Societies: Research from Activity Perspectives. Eds. Charles Bazerman & David R. Russell. Fort Collins, CO: WAC Clearinghouse, 2003. 307-329.
I think the key phrase is "where writing becomes more clearly a means to an end"--that's what I'm currently doing in my Business Writing course and, to a lesser extent, in my WAW writing 100 course.
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