This paper analyses practice texts produced by Indigenous students who are first language (L1) speakers of the local variety of Torres Strait Creole, and second language (L2) learners of Standard Australian English (SAE). Writing such
texts served as preparation for the writing component of the National Assessment Program – Literacy and Numeracy (NAPLAN). These students had been exposed to classroom instruction on the schematic discourse organisation of the preannounced
test genre, a...[Show more]
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