Contents 5 -- Acknowledgements 11 -- 1. Rethinking Learning 13 -- 1.1. Motivation of the current study 15 -- 1.2 Scope of the current study and research questions 16 -- 1.3 Significance of the current study 18 -- 1.4 Organisation of the book 19 -- 2. Positioning the Study 21 -- 2.1. From writing-to-learn to learning-to-write 22 -- 2.1.1. Writing-to-learn and WAC movements 23 -- 2.1.2. Learning-to-write and WID 25 -- 2.2. Views of knowledge and learning 26 -- 2.2.1. Communities of practice 29 -- 2.2.1.1. Concept of practice 31 -- 2.2.1.2. Practices as the sources of coherence 32 -- 2.2.1.3. Participation and reification 34 -- 2.2.1.4. CoP, identities and roles 34 -- 2.2.1.5. Enculturation 35 -- 2.3. Theoretical framework and research niche 36 -- 2.4. Communities of practice and writing 36 -- 2.4.1. Discourse and discourse practices 37 -- 2.4.2. Workplace discourse studies 38 -- 2.4.3. Discourse practices, identities and roles in workplace 40 -- 2.4.4. Expert-novice exchanges in workplace 41 -- 2.4.5. Reflective writing and reflective practice in workplace 43 -- 2.5. Genre studies 45 -- 2.6. Systemic-functional perspectives 46 -- 2.6.1. Ideational/experiential meaning 49 -- 2.6.2. Interpersonal meaning 51 -- 2.6.2.1. EVALUATION framework 53 -- 2.7. Concluding remarks 54 -- 3. Methodology and Research Design 57 -- 3.1. Purposive sampling 58 -- 3.2. The informants 58 -- 3.3. Nature of the five disciplines 61 -- 3.3.1. Social work 61 -- 3.3.2. Health Sciences (Physiotherapy, Occupational Therapy, Radiography and Nursing) 62 -- 3.3.3. Problem-based learning (PBL) curriculum 64 -- 3.4. Searching for epistemological sites 66 -- 3.5. Data generation from texts 69 -- 3.5.1. Corpus analysis 71 -- 3.6. Data generation from interviews 71 -- 3.7. Research design and schedule 74 -- 3.7.1. Pilot study 75 -- 3.7.2. Main study - preparation stage 75.

3.7.3. Main study - data collection stage 76 -- 3.7.4. Main study - post-data collection stage 77 -- 3.8. Relevance to my study 77 -- 3.8.1. Use of interviews 78 -- 3.8.2. Use of textual analysis 78 -- 3.9. Positivistic triangulation vs postmodernist crystallization 79 -- 3.9.1. Multiple ways of knowing and producing knowledge 80 -- 3.9.2. Reflexivity in action 81 -- 3.10. Trustworthiness checks: reliability and validity concerns 82 -- 3.11. Transferability 82 -- 3.12.Concluding remarks 83 -- 4. Legitimate Peripheral Participation in a Community of Practice: A Conceptual Overview of Placement 85 -- 4.1. A working definition of placement 87 -- 4.1.1. Problematising placement from a discursive perspective 88 -- 4.2. Placement as Legitimate Peripheral Participation (LPP) 90 -- 4.2.1. Placement texts: a hybrid genre 90 -- 4.2.2. Socio-cognitive nature of activities 91 -- 4.2.3. Negotiated character of meaning 98 -- 4.2.4. Relational perspectives of knowledge co-construction 100 -- 4.3. Key contributing factors to knowledge acquisition in placement 103 -- 4.4. Concluding remarks 108 -- 5. Genre and Practice: Interactions of Genre-Based Practices in Placement 109 -- 5.1. Textualisation 110 -- 5.1.1 . Lexico-grammatical choices 110 -- 5.1.1.1. Physiotherapy 111 -- 5.1.1.2. Social work 115 -- 5.1.2. Multimodal resources 120 -- 5.1.2.1. Physiotherapy 120 -- 5.1.2.2. Social work 121 -- 5.2. Organisation 122 -- 5.2.1. Rhetorical organisation 122 -- 5.2.1.1. Physiotherapy 122 -- 5.2.1.2. Social work 130 -- 5.3. Contextualisation 135 -- 5.3.1. Participant's roles and participatory mechanism 135 -- 5.3.1.1. Physiotherapy 136 -- 5.3.1.2. Social work 138 -- 5.3.2. Institutional requirements 139 -- 5.3.2.1. Physiotherapy 139 -- 5.3.2.2. Social work 140 -- 5.4. Concluding remarks 141.

6. Moving towards Disciplinary Practices: Roles of Feedback and Revision in Placement Learning 145 -- 6.1. Coding scheme of teacher's comments (TCs) 147 -- 6.1.1. Defining codes 148 -- 6.2. Wayne's placement texts: an epistemological site 150 -- 6.3. Teacher's overt corrections (OCs) 154 -- 6.3.1. Revising discipline-specific word choices and Terminology (WC) 154 -- 6.3.1.1. From general to a more 'technical'vocabulary items/phrases 155 -- 6.3.1.2. Moving from local to problematising 'social' issue 157 -- 6.3.2. Revising nominal groups 159 -- 6.3.2.1. Inclination towards nominalisation 159 -- 6.3.2.2. Towards categorisation (CA): comple xnominal groups 160 -- 6.3.3. Revising evaluative language 162 -- 6.3.3.1. Toning down of attitudes 163 -- 6.3.3.2. Objectifying subjectivity 166 -- 6.4. Feedback prompts (FPs) 170 -- 6.4.1. An overview of FPs 171 -- 6.4.2. Analysing FPs 172 -- 6.4.3. Responses to FPs: Wayne's revision 173 -- 6.4.3.1. Text-internal FPs 173 -- 6.4.3.2. Text-internal-text-external FPs 176 -- 6.5. Concluding remarks 182 -- 7. Roles and Identities in Placement Practices 185 -- 7.1. Quantitative analysis of processes 186 -- 7.1.1. Selection of processes for further discussion: weeding-out procedures 189 -- 7.1.2. Results of quantitative analysis 189 -- 7.2. Textually derived interpretation of roles 192 -- 7.2.1. Attenuating active participation: playing a subsidiary role 193 -- 7.2.2. Attenuated participation: playing a beneficiary role 194 -- 7.2.3. Active participation: playing a sub-practitioner role 196 -- 7.2.4. Collaborative participation: playing an active learner role 197 -- 7.2.5. Collaborative participation:playing a 'facilitated' learning role 198 -- 7.2.6. Reflective practice: playing a reflective practitioner role 199 -- 7.3. Contextual analysis of role-related practice 202 -- 7.3.1. Mastery of role-specific writing code 203.

7.3.2. Recognition of role boundaries 206 -- 7.3.3. Preferred representation of role-practice 210 -- 7.4. Concluding remarks 213 -- 8. Conclusion and Reflection 215 -- 8.1. Summary of major research findings 215 -- 8.1.1. The constituents of placement 216 -- 8.1.2. Discourse of learning-to-write in placement 217 -- 8.1.3. Construction and manifestation of roles in relation to identities 219 -- 8.1.4. Revisiting the concept of practice 220 -- 8.2. Contributions of this study 220 -- 8.2.1. Theoretical contributions 221 -- 8.2.2. Methodological contributions 222 -- 8.2.3. Pedagogical implications 223 -- 8.3. Limitations of this study 223 -- 8.3.1. Data collection 223 -- 8.3.2. Transferability of findings 224 -- 8.4. Recommendations for further research 224 -- 8.4.1. Longitudinal study 224 -- 8.4.2. Investigating the learning of other practices 225 -- 8.4.3. Participant observation 225 -- 8.4.4. Using think-aloud protocol 226 -- 8.5. Concluding remarks: learning in a textually-mediated world 226 -- References 229 -- Appendix A. Excerpts from Pamela's PBL report 248 -- Appendix B. Social work group skills checking list 251 -- Appendix C. Processes with the highest frequency 254 -- Index 257.