Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/37988

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

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ENG 470 TT 12.mp4

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Item Summary

Title: Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 10 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 47 morewriting pedagogy
general education requirements
identity
sense of place
educational context
challenge/solution
kind of learning
research
place
researching place
student background
student identity
authorship
childrens books
environmental preservation
makiki stream
streams
reflection
course load
student motivation
student energy
continued learning
continued research
student activism
assessment
instructor identity
instructor values
grading
valuing student voices
student investment in writing
inspiration to write
writing a novel
moolelo
personal connection
research
research writing
write book
stream
student motivation
student activism
Writing Intensive
personal connection
writing inspiration
instructor values
novel writing
writing assumptions
writing genre

show less
Issue Date: 2015
Citation: Ting-Beach, Tammy. 'Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 10 of 10.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: I think just doing research and finding out about the place you grew up in and lived in will always stay with you... It's really interesting to look back at your work... so I feel like it's hard to put so much research and so much thought and energy into a paper when you have four other classes to balance, so I'd like to probably go back and do more research about the stream. Figure out what I can do to help, maybe figure out what I can do to fight the Kahuku fight. I don't remember [my other Writing Intensive courses]. I really don't... I remember everything about Candace's class, because they're so personal to me. The papers in the other Writing Intensives, you're writing just to write it... Some professors just want you to write what they want to hear. But Candace - she really is invested in what you have to say, and I think that's why the writing I've done for her class is so memorable, because I'm so personally invested in it. [It is inspiring to be a writer] when you're connected to the things you're writing about. At least for me. There's so much research that goes into writing a novel... but I just don't see it. Maybe that's just a testament to the good writing they do. I think that's why Professor Fujikane makes us write a moʻolelo and makes us write a connection part to our paper, so that our readers can better understand such a boring subject like stream preservation.
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 'Regardless of your plans, will this course or the writing in it remain with you? If so, how?'
Pages/Duration: Duration: 00:04:18
URI/DOI: http://hdl.handle.net/10125/37988
Rights: Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Student: Tammy Ting-Beach



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