One problem of a reliance on default forms as the principal way in which we ask students to write and by which we assess them is that it can create a situation in which
writing = (essays/reports) = assessment.
Students (and their teachers) don’t think about writing in any other way. No wonder, where this is the case, that many students get anxious about placing their thoughts on paper, and plagiarise or play it safe when they do!
Breaking the chain of association between writing, certain ‘naturalised’ forms, and assessment can open up other possibilities for writing, assessment and learning. It can also change a situation in which for the teacher
writing = marking.
But is writing only to assess?