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This paper presents findings from the Australian Research Council funded 'Disciplinary, Knowledge and Schooling' project (DISKS) which investigates knowledge-building practices in Australian secondary schools and gave rise to the ground-breaking notions of 'semantic waves' (Maton, 2013) and 'power pedagogy' (Martin, 2013). In this paper, we investigate student writing in senior secondary school Ancient History. We focus on how students use evidence in their responses to different types of exam questions. Our research question focuses on the extent to which key features of responses to short answer questions appear in extended responses and vice versa. This focus arose through findings that teachers in our study tended to view short answer questions as a 'mini' version of extended responses and prepared students accordingly. The similarities and differences are important to identify as extended responses make a significant contribution to the over

Doran matonAustralian research councilLegitimation code theoryAcademic writingAncient historyRgument genresOntext dependenceXam responsesLegitimation code theoryEmantic gravity