Instructor interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 5 of 16

Date
2015
Authors
Place-based WAC/WID Hui
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Brief excerpt from interview: They really struggle with their writing, which is worrisome because they're seniors. Spellchecking, use of references, all this kind of stuff. My syllabus has almost three pages of thoughts on writing soapbox. Every year we go through the same thing: go back and read that. Even if you took a class in such and such, even if you got an A, you're not going to remember every single thing. Some things have to be re-learned in a different way [and in a different context].
Description
This item includes a segment of an instructor interview in a Writing Intensive course in Geology & Geophysics at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'How do you view the results of your course design(s)?'
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, identity, sense of place, socialization, challenge/solution, kind of learning, educational context, syllabus, word choice, disciplinary discourse, spellcheck, documentation, references, capstone course, geology writing conventions, syllabus content
Citation
Rowland, Scott. 'Instructor interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 5 of 16.' Interview with Jim Henry and Dawne Bost. Scholarspace. Sep. 2015. Web.
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