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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Student interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 13 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 2 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 3 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 4 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 4 Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 5 of 13 Place-based WAC/WID Hui. - 2015 BASE Show details 5 Student interview for Place-Based WAC/WID writing instruction in Management, clip 4 of 14 Place-based WAC/WID Hui. - 2015 BASE Show details 6 Instructor interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 21 Place-based WAC/WID Hui. - 2015 Abstract: This item includes a segment of an instructor interview in a Writing Intensive course in Social Work at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013, 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?' ; Brief excerpt from interview: The students that are good writers--that really write well in whatever they do--their emails are solid, their reports for other classes are solid . . . they generally produce really good work in social work . . . But there is a subset of students that kind of struggle with writing in some ways that still learn specific skills so that their writing within the Social Work profession progresses, that they do in fact become good writers in particular. Keyword: academic writing; assessment; content; data collection; educational context; error; evaluation; general education requirements; generalizations; good writing; grammar; improvement; justification; kind of learning; language; Likert scale; multidimensional; organization; particularized writing; peer review; place-based writing; precision; process; professional expectations; professional writing; purpose; reasoning; rubric; scholarship of teaching and learning; sentence structure; servicing planning; skillset; student feedback; student/instructor relationship; writing across the curriculum; writing in the disciplines; writing in the profession; Writing Intensive courses; writing pedagogy URL: http://hdl.handle.net/10125/38446 BASE Hide details

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