Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 5 of 13

Place-based WAC/WID Hui
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Brief excerpt from interview: Organization is strong . . . had to submit an outline, and I'm very organized and logical . . . no peer review during the process . . . I really like doing presentations. [Success for me] in writing is when you come to a new idea at the end of it, as opposed to just writing about facts . . . when you actually explore an idea, and by the end of the paper, you, as the writer, have actually discovered something . . . [Success for her instructor in writing]: we had a rubric, she gave us a general outline of what the paper should be . . . she wants us to learn something new, explore an idea that we previously would not have thought of . . . another student had more of a focus on the economics of [rail]--he wasn't an architecture major, but I'm not sure what his major was--mine was more focused on how it would change the lifestyle of people.
This item includes a segment of a student interview in a Writing Intensive course in Urban and Regional Planning 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, identity, sense of place, kind of learning, educational context, i, writing process - organization, writing to learn, mixed major classroom, light rail
Kelly, Andrea. 'Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 5 of 13.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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