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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10

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ENG 470 TT 2.mp4

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Item Summary

Title:Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10
Authors:Place-based WAC/WID Hui
Contributors:Henry, Jim (interviewer)
Ting-Beach, Tammy (interviewee)
Keywords:place-based writing
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 50 morewriting pedagogy
general education requirements
sense of place
kinds of learning
educational context
kind of learning
educational context
sense of place
course readings
class discussion
classroom dynamics
student collaboration
instructor as mentor
ways of mapping
styles of mapping
types of maps
community maps
student progress
incremental learning
small class sizes
small group discussion
lecture format
hawaiian style of mapping
hawaiian ways of learning
hawaiian pedagogy
moolelo tour
storied places
bringing literature to life
mapping moolelo
shifts in perspective
mapping issues
reading to learn
writing to learn
class discussion
supportive class
supportive instructor
small-class size
small-group discussion
diverse readings
field trip
show less
Date Issued:2015
Citation:Ting-Beach, Tammy. 'Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract:Brief excerpt from interview: We do the readings that she requires and then we come to class and we discuss it. But, if you've ever taken Candace's class you know that discussions go off in different areas and we all discuss and we try to help each other out, especially with mapping. Candace will take time to explain to us [various resources]. She talks about all kinds of different ways to map and shows us ways, so that by the end of the semester we're able to build our own community maps of the places we [chose]. It was a pretty small class... It was such a big classroom that we were spread out, but we all talked amongst each other. We all helped each other out. Candace likes to do a lot of class discussion. She doesn't like to stand there and lecture us all the time, so we did a lot of breaking down into groups of three and discussing the readings. Reading [Candace's course selections] shows you how different styles of mapping [are incorporated]. Hiʻiaka is more a Hawaiian-based style of mapping where you're reading it and you're doing moʻolelo and that's the Hawaiian based way of learning is through storytelling. And Candace did a really cool huaka'i with us in addition to that book where we actually went to these places. When you stand actually at that site and you're like 'This is the part Hiʻiaka was talking about?' It taught you a lot about the way people map things and how your perspective can change just by moving around the island. It all seems like it's very different, but the readings made you think about things like what map issues the reading brought up. You kind of thought about it and you're like 'Okay. Let me fix my map so I wouldn't have these issues.' Or 'How would I build a map to better this current map that we were presented in class?'
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 would you describe the classroom dynamics?'
Pages/Duration:Duration: 00:03:31
Rights:Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections: Student: Tammy Ting-Beach

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