Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 3 of 12

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dc.contributor.authorPlace-based WAC/WID Hui
dc.contributor.intervieweeFujikane, Candace
dc.contributor.interviewerHenry, Jim
dc.date.accessioned2015-12-02T19:41:12Z
dc.date.available2015-12-02T19:41:12Z
dc.date.created2014-05-14
dc.date.issued2015
dc.descriptionThis item includes a segment of an instructor 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 'When you designed [a designated writing assignment], what goal(s) did you have for student writing performances and class dynamics related to them?'
dc.description.abstractBrief excerpt from interview: I had them do a series of assignments, because I always find it frustrating that you get the place-based assignment at the end of the semester and then there are problems they haven't addressed like how to quote or how to work with critics, so I had them do various assignments. One was a personal narrative to establish connection to place and another one was finding the moʻolelo of place, but the one to me that had to do with critical analysis was dealing with one mapping critic and raising a cartographic kind of problem. They came up with amazing kinds of really engaged, analytical... short essays. I was reading Thomas King's 'The Truth About Stories' and I was thinking about how powerful his narrative is and that that can be a different kind of critical writing that the students can learn how to do. The writing assignments were to build towards the fifteen page paper... They also did presentations... I noticed they were very good about bringing in visual elements into their presentations and orally explaining. The material we're reading is also based on associative kinds of narratives that are still making critical points. I really wanted [students] to really think about their audience... I encouraged them to go to Board of Land and Natural Resource meetings or Land Use Commission hearings because when people present testimony, your job is to really reach out to your audience and if you don't do that, it doesn't work... We also read a lot of testimony... I think that was very helpful to them to see the passion with which [people testify].
dc.format.extentDuration: 00:03:27
dc.identifier.citationFujikane, Candace. 'Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 3 of 12.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
dc.identifier.urihttp://hdl.handle.net/10125/37955
dc.languageeng
dc.relation.ispartofEnglish 470: Studies in Asia-Pacific Literature (Mapping the Literatures of Hawaii)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectplace-based writing
dc.subjectwriting across the curriculum
dc.subjectwriting in the disciplines
dc.subjectWriting Intensive courses
dc.subjectscholarship of teaching and learning
dc.subjectwriting pedagogy
dc.subjectgeneral education requirements
dc.subjectidentity
dc.subjecteducational context
dc.subjectkind of learning
dc.subjectsense of place
dc.subjectassignment sequencing
dc.subjectscaffolding for student success
dc.subjectcourse planning
dc.subjectdifferent kinds of assignments
dc.subjectdiscursive norms in english
dc.subjectdeveloping student skillsets
dc.subjecthow to quote
dc.subjecthow to use critics
dc.subjectpresentations
dc.subjectvisual narrative
dc.subjectpersonal narrative
dc.subjectconnection to place
dc.subjectmoolelo
dc.subjectcartography
dc.subjectcartographic problematizing
dc.subjectstudent engagement
dc.subjectanalytical essays
dc.subjectthomas king
dc.subjectstories
dc.subjectcritical writing
dc.subjectnarrative writing
dc.subjectassociative narratives
dc.subjectunderstanding audience
dc.subjectpassion
dc.subjecttestimony
dc.subjecthawaii board of land and natural resources
dc.subjecthawaii land use commission
dc.subjectassignment sequence
dc.subjectcritics
dc.subjectintertextuality
dc.subjectuse of sources
dc.subjectciting sources
dc.subjectsummarizing sources
dc.subjectengaging sources
dc.subjectpersonal narrative
dc.subjectpersonal experience
dc.subjecttalk story
dc.subjectpresentation
dc.subjectvisual
dc.subjectoral
dc.subjectassociative narrative
dc.subjectnarrative as criticism
dc.subjecttestimony
dc.subjectaudience
dc.subjectgovernment
dc.subjectmauna kea
dc.subjectwaianae
dc.titleInstructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 3 of 12
dc.typeInterview
dc.type.dcmiMoving Image

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Instructor: Candace Fujikane