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Instructor interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 3 of 16
GG 305 SR 3.mp4
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|Title:||Instructor interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 3 of 16|
|Authors:||Place-based WAC/WID Hui|
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 16 morewriting pedagogy
general education requirements
kind of learning
sense of place
|Citation:||Rowland, Scott. 'Instructor interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 3 of 16.' Interview with Jim Henry and Dawne Bost. Scholarspace. Sep. 2015. Web.|
|Abstract:||Brief excerpt from interview: Students spend three to four saturdays at Hanauma Bay making a geological map, wandering around, navigating with GPS, noting on their map what layers they're at, [and] looking at the distribution of the layers... I give a lecture in the second week of the semester where I go over the parts of a typical paper. What is an abstract? What goes in it? What doesn't go in it? What is an intro? what goes in it, what doesn't go in it; and so on. I give them the full skeleton... [In shorter papers] you may not want to spend time writing [the distinct parts], but you want to at least think in that order.|
|Description:||This item includes a segment of an instructor interview in a Writing Intensive course in Geology & Geophysics at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'When you designed [a designated writing assignment], what goal(s) did you have for student writing performances and class dynamics related to them?'|
|Rights:||Attribution-NonCommercial-NoDerivs 3.0 United States|
|Appears in Collections:||Instructor: Scott Rowland|
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