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Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 3 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 3 of 12
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Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 5 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 16 of 17
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Student interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 4 of 13
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Abstract:
This item includes a segment of a student interview in a Writing Intensive course in Food Sciences, Health, and Nutrition at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'Did the assignments motivate you or, on the contrary, de-motivate you in performing in the course. Why?' ; Brief excerpt from interview: [The writing assignments] were more motivating me, because otherwise there was no tracking of what you were doing. And in the end when you had to write the field report, it helped. And it helped when you were doing the placement. You had to think about what you were doing because you had to write about it later. I didn't even have to read my entries when writing my final field report, because writing them the first time helped me remember exactly what I did do and what I wanted to write about. It was more rounded in the end, because of looking at it as a whole. To look at the requirements of the field report, because we were given a specific outline of what needed to be in it, and then I just did it from memory. I could have looked at the journals. I might have glanced at them, but I never copy and pasted because I didn't feel I needed to.The format was, it had to be a certain number of pages, you had to have background information on whatever organization you were volunteering with. a list of your supervisors, your role, and then you had to go further into it, and say how was this informing my career, and how will it supplement it.
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Keyword:
career; educational context; general education requirements; identity; journal writing; journaling; kind of learning; memory; motivation; place-based writing; reflection; scholarship of teaching and learning; sense of place; workplace roles; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy; writing process
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URL: http://hdl.handle.net/10125/38052
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Student interview for Place-Based WAC/WID writing instruction in Geography, clip 6 of 11
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