| 41 |
Functions, Forms, and Accessibility of English as a Second Language Courses in South-Central Kentucky
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2017)
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| 42 |
Adaptation of a Cancer Clinical Trials Education Program for African American and Latina/o Community Members.
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In: Health education & behavior : the official publication of the Society for Public Health Education, vol 43, iss 4 (2016)
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| 43 |
Using Spiral Dynamic Theory for Adult Civic Engagement Research and Social Justice Education
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In: Adult Education Research Conference (2016)
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| 44 |
The Finney County, Kansas Community Assessment Process: Fact Book
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In: NPP eBooks (2016)
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| 45 |
Global Mental Health: Five Areas for Value-Driven Training Innovation.
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| 46 |
Rural Reality ... : How Reality Television Portrayals of Appalachian People Impact Their View of Their Culture ...
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| 47 |
Starch-Based Diet and Type 2 Diabetes
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In: Journal of Health Disparities Research and Practice (2016)
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| 48 |
Assessing Feasibility and Readiness to Address Obesity through Policy in American Indian Reservations
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In: Journal of Health Disparities Research and Practice (2016)
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| 49 |
Hispanic Representation in a Longitudinal Birth Cohort Study
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In: Journal of Health Disparities Research and Practice (2016)
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| 50 |
The Hidden Schools: Mapping Greek Heritage Language Education in Canada
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| 51 |
De-colonizing Gender in Indigenous Language Revitalization Efforts
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In: Western Papers in Linguistics / Cahiers linguistiques de Western (2016)
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| 52 |
Puerto Rican Mother-Child Communication about Sexuality and Sexual Health: Results from an Ethnographic Community Survey in Springfield, MA
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In: Maria Idali Torres (2016)
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| 53 |
"Hearing what we cannot see" : contradictions and complications in a multimodal community-based writing project.
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| 54 |
Building Capacity to Address Women's Health Issues in the Mixtec and Zapotec Community.
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In: Women's health issues : official publication of the Jacobs Institute of Women's Health, vol 25, iss 4 (2015)
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| 55 |
Speaking of Change in Charlotte, North Carolina: How Museums Can Shape Immigrant Receptivity in a Community Navigating Rapid Cultural Change
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In: Faculty Publications (2015)
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| 56 |
Using the Wise Mind: Adapted Mindfulness Activities for At-Risk Teens to Enhance Relational Competency
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In: National Youth Advocacy and Resilience Conference (2015)
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| 57 |
Is Service-Learning the Answer? Preparing Teacher Candidates to Work with ELLs through Service-Learning Experiences
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In: Scholarship of Engagement (2015)
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| 58 |
Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 12 of 13
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| 59 |
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 10
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Abstract:
This item includes a segment of a student 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 'What elements of your writing performances would you identify as weak or less than successful, and why?' ; Brief excerpt from interview: Research is my weakest point, because who wants to sit there and read a bunch of numbers? I am not a scientific person. It doesn't interest me, but I know that in order to get your point across, you have to show that part in your writing. I'd rather just sit there and write about stories about growing up in Makiki Stream and Makiki area, and I'd rather just research moʻolelo from the olden days. I kinda just plow through [scientific research]. Google it and see where Google takes me. I think that's part of being an English writer, or a writer period. You have to decipher what is good information and what is bad. It's not even only Google. As Candace showed us in our class, developers can twist statistics to fit what they want it to fit. To have you think what they think about the land, but in actuality it's not like they represent [the statistics fairly]. This course really makes you look at maps. Candace showed us a map about Mauna Kea and you just look at a map like. you're just looking at the place. You're not really looking closely at the details. [Candace] would point out to us 'Oh why did they label this a wasteland?' If you closely at those things. misspellings of things on the map, and you wouldn't necessarily [notice]. [Candace] would ask you 'Why do you think it's misspelled? Does that show that this person is not from the [Native] Hawaiian community and therefore they don't understand the spelling of language and thus this map may not reflect the [Native] Hawaiian community?' Because. if they were from that community, they'd know how to spell things.
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Keyword:
chemistry; close reading; community; community membership; course learning outcomes; critical consumer of information; critical reading; critical thinking; developers; disciplinary research; discursive communities; educational context; english disciplinary discourse; evidence; general education requirements; google; google as research tool; hawaiian language; hawaiian names; humanities discourse; information literacy; interpreting statistics; investment in writing; kind of learning; kinds of learning; labels; land development; makiki; makiki stream; map reading strategies; mauna kea; misspelling; moolelo; native hawaiians; place names; place-based writing; quality of sources; reliable sources; research; research methods; researching moolelo; scholarship of teaching and learning; scientific discourse; scientific writing; sense of place; spelling conventions; statistics; stories; student interests; student motivation; student research strategies; unreliable sources; water level; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
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URL: http://hdl.handle.net/10125/37984
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| 60 |
Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
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