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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 1 of 18
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| 62 |
Student interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 5 of 13
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| 63 |
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 6 of 10
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| 64 |
Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
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| 65 |
Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 3 of 18
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| 66 |
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 4 of 10
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| 67 |
Instructor interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 4 of 12
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| 68 |
Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 8 of 13
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| 69 |
Instructor interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 5 of 10
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| 70 |
Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 11 of 18
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| 71 |
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 7 of 10
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| 72 |
Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 14 of 15
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| 73 |
Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 10 of 15
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| 74 |
Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 10 of 13
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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 'As you anticipate life after graduation, what are your goals and aspirations? Do you see writing figuring into them?' ; Brief excerpt from interview: I really would like to be a motivational speaker for troubled youth on Kauaʻi. I believe there's a lot of things that I've learned through my classes that can help me not only understand the youth and why they're doing what they're doing. I've experienced what they're doing. I've seen it happen. Being able to go out and present and talk to people, and understand that this is a certain persuasion that you could use to persuade them to not do something. This is a certain element that you can add to add suspense so that you make sure that they're listening. There's a company on Kauaʻi that helps children through leadership building skills. It's like a little camp, and they pound taro and they go work in the loʻi while you're teaching them these leadership skills, you're teaching them about the land. The Hōkūleʻa is looking for a communications major or maybe a communicology major to help them. upkeep the website and talk about what they're doing. I hope that writing can be the reason why they notice me.
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Keyword:
career aims; communication; general education requirements; identity; kauai; leadership; motivational speaking; persuasion; place-based writing; scholarship of teaching and learning; sense of place; student identity; taro; troubled youth; working in the community; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
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URL: http://hdl.handle.net/10125/37922
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| 75 |
Student interview for Place-Based WAC/WID writing instruction in Communicology, clip 3 of 13
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| 76 |
Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 10 of 13
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| 77 |
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 5 of 14
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| 78 |
Healing Our Race-Linked Wounds
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In: Carroy U "Cuf" Ferguson, Ph.D. (2015)
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| 79 |
Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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An 'Epic Journey' in Community Based Learning: Teaching and Learning in a Chicana and Chicano Studies Classroom
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In: Vásquez, Irene; González Cárdenas, Elizabeth; & García, Christine. (2014). An 'Epic Journey' in Community Based Learning: Teaching and Learning in a Chicana and Chicano Studies Classroom. Regeneración Tlacuilolli: UCLA Raza Studies Journal, 1(1). Retrieved from: http://www.escholarship.org/uc/item/5sr9n3db (2014)
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