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Hits 1 – 20 of 37
1
Investigating autonomy in international students' approaches to university writing assignments
Nguyen, Bao Tram
. - : Sydney, Australia : Macquarie University, 2018
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2
Recoding and Decoding Assignments: Using TILT and Reverse TILT for Faculty, Staff, and Student Development
Shimkus, Jim
;
Turlington, Anita
In: Georgia International Conference on Information Literacy (2018)
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3
Using Brain Science to Assess (Creative) Writing Assignments
Valeri, Laura E.
In: Writing and Linguistics Faculty Presentations (2017)
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4
Tutoring Multimodal Assignments
Dusenberry, Lisa
In: Writing and Linguistics Faculty Presentations (2017)
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5
Writing Assignments and Student Responses: Uptake in a Fifth-Grade Class
Alvarez, Leonard
. - 2017
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6
ISSUES ACQUIRING SCIENTIFIC KNOWLEDGE AS A RESULT OF LANGUAGE PROBLEMS THAT THE PUPIL MANIFESTS
HAXHIU MARIOLA
. - : «East West» Association for Advanced Studies and Higher Education GmbH, 2016
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7
Analysis of College Writing Assignments
Li, Jinrong
In: Writing and Linguistics Faculty Presentations (2016)
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8
Designing & Grading Multimodal Writing Assignments
Dusenberry, Lisa
In: Writing and Linguistics Faculty Presentations (2016)
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9
Nyaamu ʉmʉmɨnyɨkɨrɨrya ; Paka Mdadisi ; The Counting Cat
Manyori, Rukia
;
Bita, Zawadi
;
Mong'ateko, Mong'ateko
. - : Huduma ya Kutafsiri Biblia katika Lugha za Asili, Mara, 2015
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10
Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
Place-based WAC/WID Hui
. - 2015
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11
Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 4 of 15
Place-based WAC/WID Hui
. - 2015
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12
Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 13 of 13
Place-based WAC/WID Hui
. - 2015
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13
Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 6 of 12
Place-based WAC/WID Hui
. - 2015
Abstract:
This item includes a segment of an instructor interview in a Writing Intensive course in Nursing at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013, and in this clip the interviewee is responding to the question 'If relevant, can you compare student writing performances with WI courses you have taught that are NOT place-based/inflected?' ; Brief excerpt from interview: In this course it is almost like the extreme opposite [from a non-place-based], and I think students have a little trouble with that because they're coming out of these associate degree programs with that kind of mentality and processing . . . so now we're telling them 'okay so here pick a culture, pick a health topic, explore it, talk to people. It's not technical. There's no right or wrong answers. Tell us what you think. What do you think is applicable to them? Why do you think it's applicable to them? How do you think you can make it better?' So we're wanting them to think outside the box. One of the challenges that I see in the writing is that a lot of times their solution is how they can address this through education, education, education. Teach the patient . . . but that doesn't work. You can't just teach them and expect that they're going to do it. So kind of thinking out of the box like how are you going to teach this patient in a way that is going to mean anything to them that maybe hopefully they'll go and do what you are asking them to do? So it's really kind of thinking out of the box instead of in our standardized Western way of handling everything. Being creative and a lot more opinion and personal perspective comes into play than the courses that they just left. So that's a little hard for them I think. It's a little bit more personal and . . . less technical and more enjoyable to read because it actually reflects their thinking process a little bit more and how they're interacting with not only themselves but with other people that they're interacting with . . . pulling resources for the assignment.
Keyword:
applicable
;
assignments
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Associate degree program
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by the book
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challenge/solution
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challenges
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client relationship
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community college
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conclusion
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creativity
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critical thinking
;
culture
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difference
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discussion
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educational context
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enjoyable
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explore
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expressivist
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fix
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general education requirements
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health topic
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interaction
;
Japanese
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kind of learning
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Marshallese
;
Maui
;
Maui College
;
meaning
;
patient
;
patient education
;
personal application
;
personal interaction
;
personal interpretation
;
personal opinion
;
personal perspective
;
place-based writing
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previous course
;
quiet
;
resources
;
scholarship of teaching and learning
;
shy
;
socialization
;
solution
;
standard Westernized ways
;
submissive
;
teaching
;
technical writing
;
think out of the box
;
thinking outside the box
;
thinking process
;
writing
;
writing across the curriculum
;
writing in the disciplines
;
Writing Intensive course
;
Writing Intensive courses
;
writing pedagogy
URL:
http://hdl.handle.net/10125/38361
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14
Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 5 of 15
Place-based WAC/WID Hui
. - 2015
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15
Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 13 of 15
Place-based WAC/WID Hui
. - 2015
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16
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 4 of 14
Place-based WAC/WID Hui
. - 2015
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17
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 4 of 10
Place-based WAC/WID Hui
. - 2015
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18
Student interview for Place-Based WAC/WID writing instruction in Geography, clip 6 of 11
Place-based WAC/WID Hui
. - 2015
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19
Instructor interview for Place-Based WAC/WID writing instruction in American Studies, clip 9 of 11
Place-based WAC/WID Hui
. - 2015
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20
Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 6 of 12
Place-based WAC/WID Hui
. - 2015
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