Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/37970

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

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Item Summary

Title:Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 14
Authors:Place-based WAC/WID Hui
Contributors:Henry, Jim (interviewer)
Borges, Ghialana (interviewee)
Keywords:place-based writing
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 42 morewriting 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
show less
Date Issued:2015
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.
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?'
Pages/Duration:Duration: 00:03:46
URI:http://hdl.handle.net/10125/37970
Rights:Attribution-NonCommercial-NoDerivs 3.0 United States
http://creativecommons.org/licenses/by-nc-nd/3.0/us/
Appears in Collections: Student: Ghialana Borges


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