Please use this identifier to cite or link to this item:

Instructor interview for Place-Based WAC/WID writing instruction in American Studies, clip 8 of 11

Video Preview

AMST 220 BM 8.mp4

Not all videos support streaming previews. You will not be able to jump to portions of the video that have not been downloaded (progress shown as a yellow bar).

In cases where streaming is not supported, the full video will be loaded before playing. If your computer is capable of playing the video files, it may be advisable to download using the link below instead of trying to view it in your browser.

File Size Format  
AMST 220 BM 8.mp4 47.91 MB MPEG-4 View/Open

Item Summary

Title:Instructor interview for Place-Based WAC/WID writing instruction in American Studies, clip 8 of 11
Authors:Place-based WAC/WID Hui
Contributors:Henry, Jim (interviewer)
McDougall, Brandy Nālani (interviewee)
Keywords:place-based writing
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 7 morewriting pedagogy
general education requirements
kind of learning
educational context
writing assessment
grading rubrics
show less
Date Issued:2015
Citation:McDougall, Brandy Nālani. 'Instructor interview for Place-Based WAC/WID writing instruction in American Studies, clip 8 of 11.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract:Brief excerpt from interview: When I was applying for the Writing Intensive focus and then when I was speaking about it with my colleagues in American Studies, we had to think about what our resources were for the class. They were interested or they liked the idea of it being a larger, lecture discussion class, but they were wondering if it would actually fill... Within a couple semesters, it's been pretty steady at 40-50 students each time. That has made it easier to make sure we have at least two sections of 20 students each.

Because I was trained in English and now I am in American Studies, I think my approach is somewhat different from some of my colleagues... I learned little tricks to make sure they are taking ownership of their own writing and taking ownership of their mistakes. There are ways that I can alert them without doing line-by-line editing, alert them of their grammar issues or their organizational issues without marking up their paper that much. For example, I use a lot of rubrics and I have worked with my GA's to help construct the rubrics... Grammar should be a very small thing to look at.
Description:This item includes a segment of an instructor interview in a Writing Intensive course in American Studies at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'If relevant, can you compare student writing performances with place-based/inflected courses that are NOT WI?'
Pages/Duration:Duration: 00:05:37
Rights:Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections: Instructor: Brandy Nālani McDougall

Please email if you need this content in ADA-compliant format.

This item is licensed under a Creative Commons License Creative Commons