Please use this identifier to cite or link to this item:

Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 5 of 15

Video Preview

PLAN 310 ZP 5.mp4

Not all videos support streaming previews. You will not be able to jump to portions of the video that have not been downloaded (progress shown as a yellow bar).

In cases where streaming is not supported, the full video will be loaded before playing. If your computer is capable of playing the video files, it may be advisable to download using the link below instead of trying to view it in your browser.

File Size Format  
PLAN 310 ZP 5.mp4 38.96 MB MPEG-4 View/Open

Item Summary

Title:Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 5 of 15
Authors:Place-based WAC/WID Hui
Contributors:Henry, Jim (interviewer)
Parlee, Zachary (interviewee)
Keywords:place-based writing
writing across the curriculum
writing in the disciplines
Writing Intensive courses
scholarship of teaching and learning
show 14 morewriting pedagogy
general education requirements
sense of place
kind of learning
experiential learning
educational context
planning writing
outlining writing
structuring memos
putting in good work
social capital
writing process
show less
Date Issued:2015
Citation:Parlee, Zachary. 'Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 5 of 15.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
Abstract:Brief excerpt from interview: Planning the paper and making an outline is the most important step of any paper. I'll start a paper sometimes and it comes out all jumbled. I start over, literally, and do an outline, and it comes out much more easily, much more well-structured. That's a strong point in writing for me . . . in some ways easier than a typical paper, because the memo had headers for sections I was going to talk about--suggestions for improvement, etc.: it was easy to structure.Feeling like I put a lot of work into writing [defines success for me]. I have to feel good about what I produce, otherwise I won’t turn it in. And getting it back and seeing the comments on it to see if I did well or not, how I could improve. Partially the grade she gives [defines her understanding of success in writing], but also even if the writing is not necessarily great, there is conceptual evidence that you understand what you’re talking about, what a memo is and being able to talk about some problems in Moʻiliʻili and suggestions to improve them. There’s the fundamental core that she appreciates and understands . . . I've learned in other courses the value of social capital, and having these places where people gather, like parks or coffee shops. Walkability is also extremely important, for mitigating traffic, and also ways on enhancing social capital and interacting with people. I see that, particularly in Moʻiliʻili--there's always a lot of cars on the streets, there aren't a lot of crossings. I think that social capital is the core of a lot of healthy neighborhoods . . . If people feel invested in where they live, then it all shows. She wanted them all to reflect some of our own personal, observations. She asked us to walk around a couple blocks, so depending on where we walked, what time we walked, depending on who we were and we saw different things. Basically, the idea of the assignment was regardless of what the problem was or what we saw, we had to argue it.
Description:This item includes a segment of a student interview in a Writing Intensive course in Urban and Regional Planning 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 strong or successful, and why? What defines success for you? What do you think determines success for this instructor?'
Pages/Duration:Duration: 00:05:04
Rights:Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections: Student: Zachary Parlee

Please email if you need this content in ADA-compliant format.

This item is licensed under a Creative Commons License Creative Commons