Instructor interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 3 of 16

Place-based WAC/WID Hui
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Brief excerpt from interview: Students spend three to four saturdays at Hanauma Bay making a geological map, wandering around, navigating with GPS, noting on their map what layers they're at, [and] looking at the distribution of the layers... I give a lecture in the second week of the semester where I go over the parts of a typical paper. What is an abstract? What goes in it? What doesn't go in it? What is an intro? what goes in it, what doesn't go in it; and so on. I give them the full skeleton... [In shorter papers] you may not want to spend time writing [the distinct parts], but you want to at least think in that order.
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 'When you designed [a designated writing assignment], what goal(s) did you have for student writing performances and class dynamics related to them?'
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, educational context, socialization, fieldwork, mapping, observations, instructor feedback, student preparation, disciplinary discourse, data-driven writing, discursive conventions, geology, geophysics
Rowland, Scott. 'Instructor interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 3 of 16.' Interview with Jim Henry and Dawne Bost. Scholarspace. Sep. 2015. Web.
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