Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 12
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2015
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Brief excerpt from interview: I always do [a place-based component] in my English 100 class, and I've always wanted to do an advanced course. Their projects are so much more sophisticated in different kinds of ways [at the graduate level], although the spirit of it, you can see the same thing in an English 100 paper and a graduate paper. The spirit of the passion for these places comes across in their writing and of course they're writing much more engaged because they're writing about places that they love. I wanted to look at cartography as narrative and try to see how the students were going to deal with visual representations in terms of narrative.
Description
This item includes a segment of an instructor 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 motivated you to design writing assignments with a place-based component?'
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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, sense of place, challenge/solution, educational context, english 100, upper division courses, graduate students, undergraduate students, spirit, passion, project-based learning, cartography, narrative, student engagement, first-year composition, graduate course, passion for places, personal investment in place, memory of place, place instead of ethnic group
Citation
Fujikane, Candace. 'Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 12.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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Duration: 00:01:22
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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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