Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 5 of 15

Place-based WAC/WID Hui
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Brief excerpt from interview: I'm in the Honors program, and I have mentors who are constantly reading my drafts... I think that helped me succeed in this class, because... writing is a very rigorous process. For me, to be honest, I'm not a great writer, or I'm not as great as I should be, from my perspective. I think that training from the Honors program helped me to write this paper much more better than I thought I could. Trying to reflect, to... answer the why's of certain viewpoints that I have, helped me to pull out those concepts and integrate them within these papers that I had to do. Getting an A for me would be termed as success. She provided various prompts to answer, provided a rubric about the various criteria, and how much portion of my grade it would fulfill.
This item includes a segment of a student interview in a Writing Intensive course in Communicology 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 strong or successful, and why? What defines success for you? What do you think determines success for this instructor?'
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, educational context, socialization, honors program, mentors, peer review, process of writing, rubric, success, peer feedback, rigorous, critical thinking, reflection, integrated concepts, academic writing, rubric, writing prompt, writing criteria
Flores, Nagel. 'Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 5 of 15.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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