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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 Page: 1 2 3 4 5...7 Hits 1 – 20 of 140 1 基本レベルと基本語彙について（一） ; A Study on Basic Level and Basic Vocabulary 沈 国威; Shen Guowei. - : 関西大学東西学術研究所, 2021 BASE Show details 2 Essence, Explanation and Kind-membership Chi, Zeyu. - 2019 BASE Show details 3 How Comparative Concepts And Descriptive Linguistic Categories Are Different (Revised) ... Haspelmath, Martin. - : Zenodo, 2018 BASE Show details 4 Bildungszugänge und Bildungsübergänge von Kindern im Alter von 0 bis 18 Jahren im Bezirk Berlin-Mitte - 1. Projektbericht: Eine Charakterisierung des Bezirks und erste Befunde Rockmann, Ulrike; Leerhoff, Holger In: 100 (2018) BASE Show details 5 How Comparative Concepts And Descriptive Linguistic Categories Are Different (Draft) ... Haspelmath, Martin. - : Zenodo, 2017 BASE Show details 6 13 goldene Regeln zur Sprachförderung mit heimatvertriebenen Kindern ohne Deutschkenntnisse in unseren Grundschulen ... Ritterfeld, Ute; Niebuhr-Siebert, Sandra. - : Technische Universität Dortmund, 2015 BASE Show details 7 13 goldene Regeln zur Sprachförderung mit heimatvertriebenen Kindern ohne Deutschkenntnisse in unseren Kindertageseinrichtungen ... Ritterfeld, Ute; Niebuhr-Siebert, Sandra. - : Technische Universität Dortmund, 2015 BASE Show details 8 Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 9 Student interview for Place-Based WAC/WID writing instruction in Geography, clip 8 of 11 Place-based WAC/WID Hui. - 2015 BASE Show details 10 Student interview for Place-Based WAC/WID writing instruction in English, clip 8 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 11 Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 7 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 12 Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 9 of 16 Place-based WAC/WID Hui. - 2015 BASE Show details 13 Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 1 of 16 Place-based WAC/WID Hui. - 2015 BASE Show details 14 Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 5 of 16 Place-based WAC/WID Hui. - 2015 BASE Show details 15 Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 3 of 17 Place-based WAC/WID Hui. - 2015 BASE Show details 16 Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 12 of 12 Place-based WAC/WID Hui. - 2015 BASE Show details 17 Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 4 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 18 Instructor 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 19 Student interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 12 of 15 Place-based WAC/WID Hui. - 2015 BASE Show details 20 Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 6 of 13 Place-based WAC/WID Hui. - 2015 Abstract: This item includes a segment of a student interview in a Writing Intensive course in Communicology 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 weak or less than successful, and why?' ; Brief excerpt from interview: Before I had people read over my work, I would just kind of think it in my head, type it out, and submit it. I think that was one of my weak points, and that wasn't very successful for me. During 301 when I had Jessica, I really was at first hesitant to kind of ask her for feedback. but I did know that the papers were coming up. Towards the end I realized how to take apart her lecture, take apart what I needed, and she kind of fixed it as a way to highlight colors. 'This is a theory. This is what it states. This is what I need you to know, this is what I need you to remember.' So what I do is I bring highlighters now. I don't really care for computers. I don't really care for something I can't erase, plus if I hand write it down it kind of sticks better to me. The idea of culture, the idea of me wanting to explain how my culture works or explain how my island works as opposed to how this island works or as opposed to how another island works. It's me wanting to promote what we see and what we believe as a culture because I am very proud of my culture and I am very proud of where I came from. This is me expressing my island's culture. It's so easy, and it just makes sense, so it's easier to write about it. Keyword: apa; challenge/solution; educational context; feedback; general education requirements; hand write; instructor feedback; kind of learning; note taking; perceptions of teaching; place-based writing; pride of identity; revision; scholarship of teaching and learning; sense of place; socialization; student identity; student motivation; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy; writing roadblocks URL: http://hdl.handle.net/10125/37918 BASE Hide details Page: 1 2 3 4 5...7

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