Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 10
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2015
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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?'
Keywords
place-based writing, writing across the curriculum, writing in the disciplines, Writing Intensive courses, scholarship of teaching and learning, writing 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, mapping, ways of mapping, styles of mapping, types of maps, community maps, student progress, incremental learning, small class sizes, small group discussion, lecture format, hiiakaikapoliopele, hawaiian style of mapping, reading, moolelo, storytelling, hawaiian ways of learning, hawaiian pedagogy, huakai, moolelo tour, storied places, bringing literature to life, mapping moolelo, perspectives, shifts in perspective, mapping issues, reading to learn, writing to learn, friendly, class discussion, supportive class, supportive instructor, mapping, small-class size, small-group discussion, diverse readings, field trip, geography
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.
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Duration: 00:03:31
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English 470: Studies in Asia-Pacific Literature (Mapping the Literatures of Hawaii)
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Attribution-NonCommercial-NoDerivs 3.0 United States
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