Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 9 of 18

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2015

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Brief excerpt from interview: For each of these papers, we had to do a peer review, so we would get into groups of 3 or 4 . . . You got to read their papers while they read yours. So I got to see how other people wrote and how they thought and got closer that way. I thought that was great. I think [the writing in the class] affects me a lot. [The instructor] says we cannot write in the first person in these kinds of papers. So you have to find a way to not really put in your views but to put in your views into this analysis. So it makes you think how are you going to influence these things and these people and these papers.

Description

This item includes a segment of a student interview in a Writing Intensive course in Social Work at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013, and in this clip the interviewee is responding to the question 'Were your relationships with classmates, the campus, Oʻahu, Hawaiʻi, or the Pacific changed in any way? Do you see your major or your educational experience any differently as a result of it?'

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, kind of learning, socialization, identity, relationships, peer review, classmates, small group work, writing assignments, reading writing, major, educational experience, confidence, understanding, Social Work, Master's degree, application, graduate school, first person, third person

Citation

Tokunaga, Marshall. 'Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 9 of 18.' Interview with Jim Henry and Dawne Bost. Scholarspace. Sep. 2015. Web.

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Duration: 00:02:35

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Social Work 303: General Social Work Practice II

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Table of Contents

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Attribution-NonCommercial-NoDerivs 3.0 United States

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