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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Linguistic praxeological organization of French as the schooling language ...
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Linguistic praxeological organization of French as the schooling language ...
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ORGANIZATIONAL ASPECTS OF IMPROVING THE PROCESS OF TEACHING FOREIGN LANGUAGES TO ECONOMICS STUDENTS
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In: "Zhytomyr Ivan Franko state university journal. Pedagogical sciences"; № 1(100) (2020); 53-60 ; Czasopismo Żytomierskiego Państwowego Uniwersytetu imienia Iwana Franki; № 1(100) (2020); 53-60 ; Вестник Житомирского государственного университета имени Ивана Франко. Педагогические науки; № 1(100) (2020); 53-60 ; Вісник Житомирського державного університету імені Івана Франка. Педагогічні науки; № 1(100) (2020); 53-60 ; 2664-0155 ; 2663-6387 (2020)
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Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 526-535 (2020) (2020)
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Дистанционный курс письменной коммуникации по немецкому языку как иностранному
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In: Nauchnyy Dialog / Scientific Dialogue ; 10 ; 324-333 (2019)
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Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2018)
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Discourse analysis: a tool for helping educators to teach science
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 18 ; 1 ; 28 ; Analyzing narratives across media (2018)
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Contributions of the Galperin-Talízina didactic system for the organization of geometry education ; Contribuições do sistema didático Galperin-Talízina para a organização do ensino de geometria
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In: Obutchénie: Revista de Didática e Psicologia Pedagógica; 2018: v.2, n.1 (jan./abr. 2018); 193-213 ; 2526-7647 (2018)
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Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2017)
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Governance of Transformations towards Sustainable Water, Food and Energy Supply Systems - Facilitating Sustainability Innovations through Multi-Level Learning Processes
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К ВОПРОСУ О ПОИСКЕ ОПТИМАЛЬНЫХ ПУТЕЙ ПРЕПОДАВАНИЯ ГРАММАТИЧЕСКОГО МАТЕРИАЛА (НА ПРИМЕРЕ ИЗУЧЕНИЯ СПЕЦИФИКИ СТРУКТУРНОЙ ОРГАНИЗАЦИИ НЕМЕЦКИХ СИНТАКСИЧЕСКИХ ЕДИНИЦ)
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Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 13 of 15
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 4 of 13
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Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 5 of 13
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Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 5 of 15
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Abstract:
This item includes a segment of a student interview in a Writing Intensive course in Tropical Plant and Soil Sciences at the University of Hawaiʻi at Mānoa. The interview was conducted in 2015, and in this clip the interviewee is responding to the question 'What elements of your writing performances would you identify as strong or successful, and why? What defines success for you? What do you think determines success for this instructor?' ; Brief excerpt from interview: I think the final project was successful because of my organization, not because of my writing finesse . . . Taking our scientific journal articles and reading through them, pages and pages, and highlighting what the main points were, and adding a little opinion into it--I thought that was pretty successful . . . The response I gave to you was the only one I got a 9.5 on . . . he would let us do rewrites . . . This one was further along in the semester, and maybe my writing got clearer . . . For me, the definition of success in writing is the balance of clearly communicating the point of the paper, with adding some opinion . . . For Professor Turano, success is improvement, because you become a stronger writer, and showing that you learned and grasped the information.
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Keyword:
academic writing; clarity; clarity in writing; final draft; final product; general education requirements; grading; journal article; kind of learning; place-based writing; reaction paper; reading; reading response; response to scientific articles; rewrites; scholarship of teaching and learning; scientific article; scientific writing; semesterly progress; student perceptions of grading; summary; understanding course content; writing across the curriculum; writing improvement; writing in the disciplines; Writing Intensive courses; writing organization; writing pedagogy
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URL: http://hdl.handle.net/10125/38469
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Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 5 of 13
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Student interview for Place-Based WAC/WID writing instruction in Management, clip 4 of 14
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Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 21
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