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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 10

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Item Summary

Title:Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 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 61 morewriting pedagogy
general education requirements
educational context
kinds of learning
sense of place
kind of learning
sense of place
educational context
research methods
disciplinary research
scientific discourse
humanities discourse
student interests
student motivation
investment in writing
makiki stream
researching moolelo
student research strategies
google as research tool
english disciplinary discourse
quality of sources
reliable sources
critical consumer of information
interpreting statistics
land development
critical thinking
course learning outcomes
close reading
map reading strategies
place names
spelling conventions
native hawaiians
mauna kea
community membership
discursive communities
scientific writing
water level
reliable sources
unreliable sources
information literacy
critical reading
hawaiian language
hawaiian names
show less
Date Issued:2015
Citation:Ting-Beach, Tammy. 'Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 10.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract:Brief excerpt from interview: Research is my weakest point, because who wants to sit there and read a bunch of numbers? I am not a scientific person... It doesn't interest me, but I know that in order to get your point across, you have to show that part in your writing. I'd rather just sit there and write about stories about growing up in Makiki Stream and Makiki area, and I'd rather just research moʻolelo from the olden days. I kinda just plow through [scientific research]... Google it and see where Google takes me. I think that's part of being an English writer, or a writer period. You have to decipher what is good information and what is bad. It's not even only Google. As Candace showed us in our class, developers can twist statistics to fit what they want it to fit. To have you think what they think about the land, but in actuality it's not like they represent [the statistics fairly]. This course really makes you look at maps. Candace showed us a map about Mauna Kea and you just look at a map like... you're just looking at the place. You're not really looking closely at the details. [Candace] would point out to us 'Oh why did they label this a wasteland?' If you closely at those things... misspellings of things on the map, and you wouldn't necessarily [notice]... [Candace] would ask you 'Why do you think it's misspelled? Does that show that this person is not from the [Native] Hawaiian community and therefore they don't understand the spelling of language and thus this map may not reflect the [Native] Hawaiian community?' Because... if they were from that community, they'd know how to spell things.
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 'What elements of your writing performances would you identify as weak or less than successful, and why?'
Pages/Duration:Duration: 00:03:38
Rights:Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections: Student: Tammy Ting-Beach

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