Just as the test of the pudding is in the eating, the test of a piece of writing is how well it accomplishes the purpose for which it was written. If a story is written to entertain, then it is well written just to the extent it does this. On the other hand, we wouldn’t expect a dictionary to be entertaining: it’s purpose is to let us look up information about words. There are a wide variety of purposes writing can serve, and these give rise to different genres of writing.

Much of the literature on Torres Strait Islander, as well of Aboriginal, education begins from the assumption that oral traditions and cultures have a profound effect on educational achievement. But how easy is it to plot Islanders on an oral/literate continuum (cf. Goody, 1978)? The purpose of this paper is a critical examination of a sociolinguistic model designed to describe Torres Strait Islander and Aboriginal peoples in terms of oracy and literacy by Watson (1988). As part of her attempt to explain mathematics education as it relates to Aboriginal and Torres Strait Islander people, her continua attempt at an analysis via a theoretical framework built on socio-demographic and linguistic differences between orate and literate traditions. Watson (1988, p.257) suggest that, “...there exists the same type of continuum linking use of Torres Strait Islander languages and English.”