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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 8 of 11
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Student interview for Place-Based WAC/WID writing instruction in English, clip 8 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 7 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 9 of 16
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Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 1 of 16
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Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 5 of 16
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Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 3 of 17
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 12 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 4 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 13 of 15
Abstract: This item includes a segment of an an instructor interview in a Writing Intensive course in Urban and Regional Planning at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014 and in this clip the interviewee is discussing providing writing samples from past years to students in this course. ; Brief excerpt from interview: I do give them samples from previous classes, so they have something to go with in terms of how to lay it out, and the structure; I also do a presentation on the memo itself: the components, the audience that they're supposed to speak to, in the memo, and take them through that whole process. I also provide them with land use maps of Mo'ili'ili, because within Planning, it's defined as the McCully-Mo'ili'ili district, and it's hard to tell where one stops and the other begins; they also have a land use map that tells the residential vs commercial spine, along King Street. The public spaces. So they start to get into that planning mode. So when they go out with their recorders and they're annotating the maps, they have that driving their observations to some extent.
Keyword: boundaries; challenge/solution; educational context; general education requirements; kind of learning; land-use maps to annotate; place-based writing; scholarship of teaching and learning; sense of place; socialization; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
URL: http://hdl.handle.net/10125/38393
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Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 12 of 15
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Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 6 of 13
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Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 9 of 17
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Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 13 of 13
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Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 2 of 15
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Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 6 of 13
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Student interview for Place-Based WAC/WID writing instruction in Journalism, clip 10 of 13
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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 9 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in American Studies, clip 10 of 11
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