Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 10
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2015
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Brief excerpt from interview: Research is my weakest point, because who wants to sit there and read a bunch of numbers? I am not a scientific person... It doesn't interest me, but I know that in order to get your point across, you have to show that part in your writing. I'd rather just sit there and write about stories about growing up in Makiki Stream and Makiki area, and I'd rather just research moʻolelo from the olden days. I kinda just plow through [scientific research]... Google it and see where Google takes me. I think that's part of being an English writer, or a writer period. You have to decipher what is good information and what is bad. It's not even only Google. As Candace showed us in our class, developers can twist statistics to fit what they want it to fit. To have you think what they think about the land, but in actuality it's not like they represent [the statistics fairly]. This course really makes you look at maps. Candace showed us a map about Mauna Kea and you just look at a map like... you're just looking at the place. You're not really looking closely at the details. [Candace] would point out to us 'Oh why did they label this a wasteland?' If you closely at those things... misspellings of things on the map, and you wouldn't necessarily [notice]... [Candace] would ask you 'Why do you think it's misspelled? Does that show that this person is not from the [Native] Hawaiian community and therefore they don't understand the spelling of language and thus this map may not reflect the [Native] Hawaiian community?' Because... if they were from that community, they'd know how to spell things.
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 'What elements of your writing performances would you identify as weak or less than successful, and why?'
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, educational context, kinds of learning, sense of place, kind of learning, sense of place, educational context, research, research methods, disciplinary research, scientific discourse, humanities discourse, student interests, student motivation, investment in writing, stories, moolelo, makiki stream, makiki, researching moolelo, student research strategies, google, google as research tool, english disciplinary discourse, quality of sources, reliable sources, critical consumer of information, interpreting statistics, land development, developers, critical thinking, statistics, course learning outcomes, close reading, map reading strategies, place names, labels, spelling conventions, native hawaiians, mauna kea, community, community membership, discursive communities, research, scientific writing, water level, chemistry, evidence, stories, moolelo, google, reliable sources, unreliable sources, developers, statistics, information literacy, critical reading, hawaiian language, hawaiian names, misspelling
Citation
Ting-Beach, Tammy. 'Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 10.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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Duration: 00:03:38
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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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