Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/38446

Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 21

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SW 303 MD 3.mp4

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Item Summary

Title: Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 21
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 38 morewriting pedagogy
general education requirements
kind of learning
educational context
professional expectations
servicing planning
process
professional writing
good writing
purpose
organization
justification
reasoning
precision
language
skillset
generalizations
academic writing
assessment
writing in the profession
particularized writing
improvement
student/instructor relationship
evaluation
Likert scale
data collection
purpose
organization
justification
reasoning
grammar
peer review
student feedback
rubric
multidimensional
error
sentence structure
content

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Issue Date: 2015
Citation: DeMattos, Mike. 'Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 21.' Interview with Jim Henry and Dawne Bost. Scholarspace. Sep. 2015. Web.
Abstract: Brief excerpt from interview: The students that are good writers--that really write well in whatever they do--their emails are solid, their reports for other classes are solid . . . they generally produce really good work in social work . . . But there is a subset of students that kind of struggle with writing in some ways that still learn specific skills so that their writing within the Social Work profession progresses, that they do in fact become good writers in particular.
Description: This item includes a segment of an instructor interview in a Writing Intensive course in Social Work at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013, and in this clip the interviewee is responding to the question 'When you designed [a designated writing assignment], what goal(s) did you have for student writing performances and class dynamics related to them?'
Pages/Duration: Duration: 00:06:08
URI/DOI: http://hdl.handle.net/10125/38446
Rights: Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections:Instructor: Mike DeMattos



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