Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 14

Date
2015
Authors
Place-based WAC/WID Hui
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Brief excerpt from interview: I think this course has made me a stronger writer... In particular, using writing as defending, for instance, this significant place... Using writing to combat and to defend the importance and the significance of this place... in a historical sense all the way to present day... incorporating the different dynamics of all the different types of readings into my paper and also just the whole process of this project... In the end we could put it all together. Although it seems easy to just like take all the papers and put it in one, [but] to make it cohesive and everything you need to do a lot of editing, you need to re-read, peer edit. It was a process. We got into groups of three and we peer-edited... [Candace] had a rubric of what she wanted us to critique and what she wanted us to focus on and make sure our papers had. In the peer editing process we also talked about what they wanna see in my map and what we could do for that as well.
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 '(How) did this course change you as a person, as a writer, as a scholar, if at all?'
Keywords
place-based writing, writing across the curriculum, writing in the disciplines, Writing Intensive courses, scholarship of teaching and learning, writing pedagogy, general education requirements, identity, kinds of learning, educational context, kind of learning, challenge/solution, identity, socialization, writer, student growth, strong writing, writing to defend significant places, historical context, types of reading, synthesizing styles, writing as a process, student projects, project-based learning, scaffolding student success, cumulative assignments, compiling previous writings, editing, process of editing, cohesion in final paper, peer editing, peer editing rubric, mapping, stronger writer, argument, readings, incorporating readings, writing process, assignment sequence, revision, coherence, editing, peer editing, peer response, response guidelines, peer feedback, maps
Citation
Borges, Ghialana. 'Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 14.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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