Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/37983

Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10

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Item Summary

Title: Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10
Authors: Place-based WAC/WID Hui
Keywords: place-based writing
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 37 morewriting pedagogy
general education requirements
educational context
kinds of learning
challenge/solution
challenge/solution
kind of learning
passion for writing
students passion
moolelo
writing what you know
connection to place
personal connections to writing
student knowledge
student areas of expertise
writing from personal experience
peer editing
success
successful writing
editing
writing process
writing to inspire action
activism
student activism
environmental activism
teaching to inspire action
instructor beliefs
community involvement
spreading knowledge
place
passion
prior knowledge
personal experience
peer editing
peer response
student motivation
activism

show less
Issue Date: 2015
Citation: Ting-Beach, Tammy. 'Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 10.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: Probably [my strongest skill in writing] would be I'm a very passionate writer about things I know about. My moʻolelo and my personal connection to the place were my two most successful writing pieces, I feel, because I knew so much about it. I'm someone who likes to pull their writing from personal experience. Candace likes to do a lot of peer editing and I feel that also makes you more successful, because being so close to a subject you tend to overlook things, so people ask you 'What is channelization? Define this. Define that,' so when I wrote my final product... I think it helped better my writing. [Writing is successful] if it moves someone to do something. If it moves someone to learn about, not even Makiki Stream, but maybe a controversy in their own area, that's what motivates me to write. So that somebody will take action. When you take Candace's class, I never considered myself an activist, but you always leave every class thinking 'I am gonna do something about this! I never knew it happened, but now I am gonna go fight. I'm gonna call my legislation.' Her students are motivated to take action. They're inspired through her teaching to find out more about place and even if you don't go and wave and hold signs and fight for a place, just by having that knowledge and passing it on to others like she's passed it on to you is success for her.
Description: This item includes a segment of a student interview in a Writing Intensive course in Upper Divison English at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, 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?'
Pages/Duration: Duration: 00:02:20
URI/DOI: http://hdl.handle.net/10125/37983
Rights: Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Student: Tammy Ting-Beach



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