Student interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 4 of 18
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2015
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Brief excerpt from interview: I was really excited when I showed [Professor Cusick] my first draft... I feel like he got to know me a lot better through my writing. Ideally when you're writing a proposal, you're writing it so you can get the money. It's like writing a grant, so it's kind of like 'oh who are you writing for and what do they want to hear and how can you tell them what they want to hear without sacrificing what you want to say?'
Description
This item includes a segment of a student interview in a Writing Intensive course in a sophomore honors seminar at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'Did the assignments motivate you or, on the contrary, de-motivate you in performing in the course. Why?'
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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, challenge/solution, identity, socialization, kind of learning, educational context, writing as self, authorial voice, writing for specific audiences, responding to prompts, instructor feedback, developing working relationships, undergraduate research, writing proposals, academic discourse, peer feedback, learning community, grant writing, professionalization, student motivation, proposal writing, audience, drafts, revisions, poster, poster session, proposal conference, judge feedback, audience feedback
Citation
Harper, Rebecca. 'Student interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 4 of 18.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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Duration: 00:02:52
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Honors 491 (Sophomore Seminar): Sustainability Courtyard / Community Engagement
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Table of Contents
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Attribution-NonCommercial-NoDerivs 3.0 United States
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