Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/38347

Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 5 of 13

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Item Summary

Title: Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 5 of 13
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 54 morewriting pedagogy
general education requirements
identity
socialization
challenge/solution
kind of learning
identity
peer review
advice
critiques
friend
nursing cohort
correct papers
grammar
mainland
write the way they talk
Pidgin
picking peer reviewer
respect
criticism
writing is personal
changes
rubric
follow the instructions
APA format
following the rules
content
organization
relevant information
getting the message across
peer review
editing
writing process
challenge
critiques
trust
classmates
required
peer edit
grammar
evaluate
weakness
strength
healthcare
relationship
writing is personal
success
instructor
rubric
instructions
formatting
content
context
coherence

show less
Issue Date: 2015
Citation: Sugimoto, Eileen. 'Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 5 of 13.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: In the past I have had different types of peer reviews where the instructors have assigned someone to us to be a peer review for each other. I find that difficult because it's hard for me to take advice or criticism from someone that I don't know . . . they don't know what I'm trying to get at. With this class it wasn't required, but I did have a friend that we've gone through the nursing cohort together and I know that we work very similarly and think very similarly and so we would read each other's paper and correct it. And I found that very helpful because she knew what I was trying to say and she was able to sometimes say certain points better than I would or differently. Also just reading a paper with grammar is challenging sometimes because not everyone--grammar is a challenge here. I [think my grammar is pretty good] because I was raised by a Mainland person. A lot of people write the way they talk and so my mother never let me talk Pidgin at home and so I know not to ever write that way. [W]ith a peer review, one of the things that I think is important and especially--I am learning with health care--is we turn to people we admire, we look up to, respect. Because writing a paper is very personal, I think, and so to welcome changes to it needs to be from someone that you . . . respect and would welcome changes from. [My instructor] had a rubric . . . and grammar was a part of it . . . we had to follow the instructions . . . we had to do it in APA format . . . the length of the paper and following the rules for that and the big part was the content. Was it organized? Was it relevant information? Did we get the message across that we wanted to get across?
Description: This item includes a segment of a student interview in a Writing Intensive course in Nursing 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: 00:03:23
URI/DOI: http://hdl.handle.net/10125/38347
Rights: Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Student: Eileen Sugimoto



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