6 - Office Hours

06 Office Hours

Listen to a conversation between a student and a professor.

Professor Smith stated what you had to back our papers last Friday with comments and feedback, and the truth is I’m not sure I understand your comments completely.

I mean, I received a D- on my first draft and well I don’t think that it’s fair sure. Here you go. Great, thanks. Let’s see.

Yes, I recall this one and well David, I believe he said some very intelligent things you did a great job at applying complicated psychological theories to everyday situations. I really try to include some meaningful connections right party did well.

So, on which part that I do poorly. Let me explain something to you. Sure, it’s important for the content of the paper such as the ideas that you include to be unique.

You must remember that it’s a presentation that is a bit well awkward and strained. You seem to jump from point-to-point without really supporting your thesis. You have to be able to choose one solid idea and really be able to back it up.

Well, isn’t it better to have many ideas to give it more depth, not necessarily an academic paper? You have to work within the constraints of the rules of academic writing is so therefore you must pick one idea that you could solidly support with evidence you’ve learned in class, or other relevant information.

This way you can convince the reader that you know what you’re talking about. Okay I think I’m understanding a bit more.

So, what should I do with my paper?

Specifically, let’s see. Well, you don’t have to do much, actually.

Just choose one of your ideas to be our main idea and since the other ones are interrelated.

Looking you sent to support the primary one and then well let’s see you switch back and forth between your ideas within your paragraphs, so my advice to you would be to stay put, within your paragraphs, for example, in one of your paragraphs you mentioned the importance of social acceptance of mental illness.

However, within the same paragraph you introduce social oppression.

It just seems like it’s Crandon okay I understand I graded these first drafts roughly because I wanted to motivate the students to do well and I wanted them to come in thinking and asked me about my comments.

You’ve done the right thing plus the grades for the first draft of the paper really don’t factor into the final grade. I just give them to guide you.

Well, that’s a relief well and just consider my nice when you’re doing your revisions and you should do just fine, thank you for your time and of course okay David I’ll see you in class tomorrow.

30) What are the speakers mainly discussing?

31) What is the student’s attitude toward the professor’s grading?

32) Listen again to part of the conversation. Then answer the question.

I graded these first drafts roughly because I wanted to motivate the students to do well and I wanted them to come in and ask me about my comments. You’ve done the right thing.

What does the professor mean when she says this: You’ve done the right thing.

33) Why did the professor grade the drafts roughly?

34) what will the student probably do next