Transkripti dijaloga

Listen to a conversation between two students

M: MALE STUDENT F: FEMALE STUDENT

 M: So have you thought of an […………………………] to do a report on? 

F: I was hoping you had one In mind. 

M: As a matter of fact, I do, but I thought I’d give you the first shot. I was thinking of doing Aldo Rossi. 

F: Aldo Rossi? The name sounds […………………………]. 

M: He Is Italian. He studied at the […………………………]University in Milan. 

F: Weil, does he meet the […………………………]that the professor gave? I mean, he has to be an […………………………]architect. I’ve never even heard of him. 

M: Well, maybe a lot of people have never heard of him, but he’s actually one of the most influential architects in the world, especially during the period […………………………] to […………………………]. 

F: Is that right? Well, what exactly did he […………………………]? 

M: Um, It wasn’t |ust what he […………………………]as an architect, but his theory about how cities should be designed. Well, have you ever heard of 1he Carlo Felloe Theater in Genoa? 

F: Uh, no. 

M: The old Carlo Felice Theater was bombed in […………………………]. so Rossi was given the task of […………………………]the theater. Well, what he did was, he didn’t actually replace it. He kept the old […………………………], but he added new space and […………………………]to the theater. What I really like about this Is It shows his […………………………]for cities, for the history of a city and, um, keeping its memories […………………………],

F: Is this something that you see in a lot of his works—this respect for city? 

M: Yes, that’s why I thought he’d make a good topic for our report. Since the professor wants us to highlight something special about the architect, I thought Aldo Rossi would be perfect. Actually, his […………………………]about cities is really beautiful. 

F: OK, well, maybe we ought to start off our report by talking about this theory. 

M: Yes, exactly, So why don’t we divide up the work now? I was thinking of […………………………]on the theory. 

F: Is there enough Information about this theory for you to do a […………………………]report? 

M: Sure! He even wrote a book on It. It’s called “The Architecture of a City,” 

F: Well, It looks like you’ve been doing a lot of […………………………]. 

M: Actually, I had a couple of other architects in mind, but Rossi’s book made such good reading that I knew I wanted to do a report on him. 

F: OK, great! So I guess you expect me to talk about some of his […………………………]works that support his theory? M: Yes, and I’ve got some really wonderful buildings in mind.  

Listen to a conversation between a student and a professor

A.

Lazar: Hi, Dr. Stefan! I wanted to ask you something 

Dr. Stefan: Ask anything Lazar

Lazar: When will be the upcoming test? 

Dr. Stefan: It will be next week 

Lazar: This test is very important to me. I need to give it my all. 

Dr. Stefan: That's the spirit. Keep it up! 

Lazar: Could you suggest what lectures we should focus on? 

Dr. Stefan: Of course, Lazar! The test will cover pages 1 through 20,of the book, 

Lazar: Did we cover it in the class 

Dr. Stefan: Yes we did. The test will mainly have the theories we discussed about. 

Lazar: Got it, thank you. Also, I'm having trouble understanding one of the theories 

Dr. Stefan: What theory do you not understand? 

Lazar: From page  13. Could you recommend me something for better explanation 

Dr. Stefan: You could check out my online website. It contains many materials for better understanding. Lazar: Okay, I'll check those out. Thanks, Dr. Stefan! 

Dr.Stefan: You're welcome, Lazar. And remember, if you have any more questions or need extra help, feel free to come to my office. 

Lazar: Will do. Thanks again!

B.

Listen to a conversation between a student and a professor.  (P: Professor S: Student)

P: Hey, Barry, come on in. 

S: Hi, professor Singh. Thanks for seeing me so close to the exam. 

P: Sure. Have a seat. So … what can I do for you?

S: Well, I’m a little worried about the test. Um, I’m estimating that I need a C to at least get credit for the course, but I wanted to make sure how much the group project will count for the final grade. 

P: Well, all of that was outlined. In your syllabus, Barry. 

S: Well, yes, I know, but I think I got a bad copy. It’s not really clear. Plus, I wanted to find out If the essay question on the test will cover just the most recent chapters or everything we’ve covered so far. 

P: OK. Let’s see … the group project will count for twenty-five percent of your grade, just like the tests and your term paper. As for the essay, well, the entire test will apply only to the material we’ve covered since the last test. Ah, you should know that, Barry. I think I mentioned It in class. 

S: Oh, I’m sorry. I must have missed that. Um. what about the supplemental reading? Will it be Included on the test? 

P: Oh, well, yes. You will have to understand how all of that relates to the text material. Um, yes, you Should pay, ah, particular attention to those articles. 

S: Hmm, OK. I see. Professor, could I ask how I’m doing with class participation? 

P: Right, wall, I think you’re fine, Barry. Your participation and attendance have been pretty good so far, Don’t forget, though, that your contribution to your group project will be considered for your participation. 

S: I see. Oh, that reminds me. Our project Includes a survey. Do we need to get approval for our questionnaire before we use It In public? 

P: Yes, absolutely. I want to take a look at anything that will be used off campus. You understand. 

S: I got it. No problem there. 

P: Barry, I don’t think there’s much cause for concern here. If you’ve taken good notes and stayed on top of ail the reading, everything on the test should make sense to you. As far as the project is concerned, you know, just make sure you do your fair share and check in with me from time to time. 

S: Right. I will. I guess I’m Just a little nervous, that’s all. 

P: That’s natural, but I think you’re In pretty good shape overall, Barry. Mmm, was there anything else you wanted to ask me? 

S: Um, no, I think that covers It. Thanks so much for talking to me, professor Singh. 

P: Sure, Barry, and don’t forget to bring that questionnaire to me when It’s ready. 

S: OK, professor. Thanks again 

Listen to part of a conversation between a student and a clerk at the student union. 

M: I’d like to buy some tickets, please. 

W: Um, OK . . . but if it’s for the Phobos Quartet tomorrow, you’re too late. That performance is already sold out. 

M: No, no, it’s not for that. I want five tickets to the game next weekend. 

W: Football tickets. I’m sorry, but the Student Union doesn’t sell tickets for football games or any other sporting events. You’ll have to go to the athletic office for that. Do you know where it is? 

M: Yes, thanks. Sorry about the mistake I guess I’ll go over there now. 

W: Umm, before you go, can I ask you something? 

M: Sure. 

W: Is this the first time you’ve bought tickets for an athletic event? 

M: Yes it is. Why? 

W: Well, I can probably save you some time. First of all, you can’t buy more than one student ticket for an athletic event. Every student is limited to one. You only pay half-price for it, though 

M: Why is that? I wanted to bring the rest of my family to the game. How are they supposed to go? W: Well, student tickets are limited to one each, but your family can always buy general admission tickets, if any are available. 

M: So … I can’t get a discount for them? W: No, unfortunately not Student tickets only. And a certain number of seats for each game are reserved just for students. You can imagine what would happen otherwise. No one would ever buy a full- price ticket, and students would get squeezed out of the games. M: What if some of my friends who don’t plan on going to the game give their tickets to my family? You know—my family uses their tickets? W: Yes. you could probably do that. But your friends would have to actually go to the ticket office, show ID, and buy the tickets personally. 

M: OK. but would someone at the stadium say to my dad, “Hey. This is a student ticket and you don’t look like a student”? W: I’m not really sure. I suppose than possible. You just have to deade whether you want to take that chance. M: Hmm. Yeah. I’ll have to think about that W: But I don’t want to give you wrong information. Maybe there wouldn’t be a problem. You’d really better check it out with the athletic ticket office. I don’t know all their rules. If you’re embarrassed to do it in person, give them a call. Their extension is 5-3010. M: Five three zero one zero. I’ll do that. Thanks for all your help 

Listen to part of a conversation between a student and a librarian. Stude Hello. I’m trying to find a couple of books in the reference section, but I seem to be having some trouble locating them. You’re the reference librarian, right? Do you think that you could help me, please?

Librarian: Sure, it would be my pleasure. Could you let me know what books you’re looking for? 

Student: Oh, yes. I have the titles and call numbers written down here on this paper. Here you are. Take a look, please. 

Librarian: Hmm… I know these two books. Doing a report for a psychology class, aren’t you? 

Student: Oh, yeah, I am. You know, I’m normally pretty good at finding books in the library—I work at the engineering library here on campus—but the main library here is so big that it can get a little overwhelming sometimes. 

Librarian: Yeah, I hear that one a lot. Ever since we expanded last year, we pretty much doubled the available shelf space. We’re still in the process of moving around books, so things do tend to get lost on occasion. Okay, here we are. The books should be right here. 

Student: But they’re not! I was just here myself. At least I wasn’t looking for them in the wrong place. 

Librarian: No, no, you definitely weren’t doing that. Okay, let me think about this for a second. Well, there is always the chance that someone put the books on the wrong shelf. We usually have people do shelf reading once a day, but it’s entirely possible that the person made a mistake. 

Student: Okay, so why don’t I look at the books on this shelf and you take a look at the ones there? I mean, the person couldn’t have messed up that badly and put the books too far away. 

Librarian: Right you are. Okay, let’s take a look and see what we can dig up. Student: Hey, here’s the first book on my list! I’ve got it. It was just one shelf over from where it was supposed to be. 

Librarian: Well, that’s a relief that you found the book. But what about the other one? What was the title of it again?

Student: It’s called A Student’s Handbook of Basic Psychology. Actually, that book is the one most crucial to my report. Without it, I’m sunk. Librarian: Don’t worry. We’re going to find that book. Since it’s a reference book, no one can check it out, so it’s got to be somewhere here in the library. Student: Are you positive about that? It doesn’t seem like it would be too hard to sneak a book out of here. Librarian: Oh, no. Reference books have extra pro¬tection due to their high cost, and we’ve never lost a reference book yet. Student: Well, that’s a relief to hear. Librarian: You know… I’ve got a couple of ideas. One, someone could actually be using that book right now. Student: Yeah, I thought about that as well. What’s the other idea? Librarian: Someone could have shelved the book in the circulating book section. Let’s trot over there and see if my hunch is correct. 

Listen to part of a conversation between a professor and student. Professor: Yes? Please come in. Student: Oh, hi, Professor Duncan. Professor: Cindy Stephens! Welcome, welcome. What brings you in? Please, have a seat over here. Student: Thank you. If you have a second, I wanted to ask you about my homework assignment. Professor. Sure, sure! I have all the time in the world. Did you bring it with you? You know, just to refresh my memory. Student: Of course… Here you go. I mean… I get your comments. I see how I missed the point of the assign-ment. Professor: Let’s see here… Oh, yes. I remember now. The assignment was to compare two poems by Keats, correct? Student: Yes, Professor. We were to compare two, which I did. Still, I’d like to know why my grade is so low. Professor: Okay, Cindy. Let’s back up for a moment. Was the assignment simply to compare any two poems by Mr. Keats? Are you sure about that? Or, was there a little more to it? Student: Professor, it was my understanding, as it was to a number of other students, that we were to… let me check my notes, compare two poems by Keats using specific examples from the text to support our arguments. That’s exactly what you said in class. Oh, and the paper length was to be a thousand words maximum. I believe my paper was just over that number. Professor: Really? Well, as I recall, Cindy, the assign-ment was for a comparison for two poems by Keats, but one was to be from his early work, that is, when he first began writing, and the other was to be a poem he wrote closer to the end of his life, around the time of his tragic death. I remember making the assignment very clear on that point. Student: Are you sure, Professor? I don’t mean to question you, but… I just can’t remember you mentioning that in class. Professor: Cindy, I’m sure I did. But, even if I didn’t, I believe it states so in your syllabus. You know, as I get older, I can’t rely on my memory all the time, especially in class, where time is of the essence. This is why I always include specific directions for homework and papers and what not in the syllabus. Did you happen to refer to your syllabus for this assignment? Student: Actually, no, sir. I usually do, but this time I just went by my notes of what you said in class. Let me check real quickly. I have a syllabus right here… Well, I stand corrected, Professor. Your syllabus states very clearly what you expect from our first homework assignment. How dumb of me! I feel so embarrassed. I’m so sorry for coming in here and basically accusing you… Professor: No, Cindy, don’t feel that way. It could happen to anyone. Look on the, well, bright side. Your writing is excellent. You simply missed the point of the topic. I’m sure that with next week’s assignment you’ll hit the mark. Just, um, be sure to, uh, check your syllabus. Student: Well, thank you for your time, sir. And, yes, I will nail it next week.

Listen to part of a conversation between a student and a professor. W: Hi, Professor Wallerstein. M: Hi, Joyce. What can I do for you? W: Uh, remember how I asked you if I could have an extension to finish my final paper for the term? Well, uh, I have a little problem. M: Right, I said that you could hand the paper in on Thursday morning, before I leave for my conference. Oh, that’s tomorrow already! OK, so what’s the problem? W: Well I, uh, my computer crashed, and I lost the paper, all my notes, my final revisions, everything! I don’t know what to do now—I really put a lot of work into this paper… remember how I showed you my draft twice? I don’t want you to think that I M: OK, look… these kinds of things happen. Have you checked with the computer support department to see if they can recover your paper from your computer? A guy named James over there is really great; he helped me with a similar problem once. Why don’t you talk to him and see what he can do? W: Yeah, I know him; I already went there this morning. He said my computer had this big virus and that’s what crashed it, and, well, it pretty much ate my hard drive. M: I see. Hmm . . . well, I still need your paper by tomorrow, so that I can get the final grades in before I leave. You still have your last draft that I commented on. right? W: Yeah. M: Now, I realize that I handed the most recent one back to you last week, but why don’t you try to outline some of the major revisions you made? Then, you can type it all up in one of the computer labs, and get it to me by tomorrow morning. It just isn’t possible for me to give you an extension beyond that. Unfortunately, I don’t get to decide when grades are due. W: Well, I’ll give it a shot. But I know it’s not going to be as good as what I wrote before the computer crashed. M: I understand that, Joyce, but we don’t always get to choose our deadlines, so just do the best you can and get it to me by tomorrow, ff you don’t agree with the grade you end up with, we can discuss it before next semester starts up. Your second draft showed that you made considerable improvements over your first, and I always consider a student’«; efforts toward improvement a factor in my grading W: OK, thanks Professor. I’ll get the paper to you first thing in the morning. M: Great, I can’t wait to read it. I’ll be in my office between nine and ten. Good luck! 

Listen to part of a conversation between a student and a professor. Student: Oh, Professor Stevens. I’m glad I caught you. Are you on your way home because I wanted to talk with you a bit about my schedule next semester if I could? Professor: Well, Angela, I was actually on my way home, but I can spare a few moments for you. Shoot! Student: Oh, great, thanks, Professor. Well, I was planning on taking Dr. WhitJam’s humanities seminar. Do you think that is a good choice? Professor: I believe that is an excellent choice. Even though he has only been here for a couple of years, I hear that his lectures are quite animated and lively. He still has that zest for instruction if you get my meaning. I do know that he can be quite demanding, too, which might tum off a lot of students. Student: Yes. A friend of mine had him, and she said the same thing. I like challenging courses, so I think I would enjoy his. Great. Now, what about Professor Rice? Do you know her? Professor: Of course I do, Angela. She’s the chair of the Religion Department. I believe she has a class on early Christianity next fall. Actually, she has been a good friend of mine for many years, and I consider her to be a topnotch lecturer and authority in western religions. Therefore, that’s another excellent pick in my opinion, Angela. Student: Wonderful! I haven’t taken any classes in religion yet, but I’m really looking forward to hers. I just hope it isn’t full by the time I register. Usually, all the seniors and juniors fill the good classes up first. Professor Well, if that happens, come talk to me, and perhaps I can put in a good word for you. How does that sound? I wouldn’t want you to miss out on her class. Student: Wow, thanks for going out of your way for me, sir. That is very generous of you. Okay, um, I’m not keeping you too long, am I, because I need just a little bit more advice if you can? Professor: No problem, Angela. Ask away. Student: Well, the final class I wanted to ask you about is yours, sir. You’re teaching the folklore class, right? Yes, um, I was wondering if you were going to include any Zora Neale Hurston in the reading. She is one of my favorite African-American writers, and I was just hoping… Professor: Oh, so you’ve been reading Zora, huh? Well, that is wonderful. Actually, no folklore class would be complete without exploring at least some of her work. I believe the early part of the class will focus on Hurston, and then we’ll branch out into other examples from the South. I’m in the process of reorganizing the syllabus, so I’m just not sure of the exact path we will take, but I can assure you that she will be one of the major writers we discuss. Student: Oh, that’s great, sir! And I’m sorry for taking up so much of your time. I’ll let you know about the religion class, and I guess I’ll see you soon. Thanks again. Bye 

Listen to part of a conversation between a student and a cafeteria employee. Student: Hello, are you Miss Stevens? I was told that you’re the person to speak to with regards to meal plans. Employee: Yes, I’m Miss Stevens. What can I help you with? Student: Well, it’s about my meal plan. I’m currently on a meal plan that provides me with twenty-one meals a week. You know, breakfast, lunch, and dinner. But I just don’t think it’s the right one for me since I almost never eat breakfast. Employee: Well, we have a meal plan that provides fourteen meals a week. If you never eat breakfast, that might be the ideal one for you. Student: Hmm… That may have potential. But, here’s another thing. I actually don’t even eat lunch at the cafeteria that often. I sometimes skip it completely, or I just go to the campus center and order a pizza or something like that. It’s not the healthiest of options, but that’s what I do anyway. Employee: Okay, we offer a couple of other meal plans. You could get the seven-a-week meal plan or the ten-a-week meal plan. If you actually have lunch in the cafeteria sometimes, I’d recommend the ten-a-week plan. Student: Yeah, I estimate that I eat at the cafeteria about that many times a week. So, how much does it cost? Employee: It’s only $1,500 a semester, so it’s $600 cheaper than the twenty-one-a-week meal plan. Student: Sweet. So I’ll get to save a lot of money. Uh, will you just give me the cash, or will you credit it to my school account? I’d really love to get that money right now. Employee: I’ll bet you would. But, unfortunately, we don’t do cash transactions here, so I’ll only be able to credit your account. But the money should be available at the Bursar’s Office this afternoon. Student: Great. So, what do I need to do? Employee: If I could see your student ID card, then I can get the paperwork started. You have your ID card with you, don’t you? Student: Oh, yeah. Sure. It’s right here… Here you are. Employee: Thank you very much, Mr…. Carter. Okay, now let me just put this identification number into the computer, and… Uh oh. I think that we have a small problem here. Student: A problem? What are you talking about? Employee: Well, according to your card, you’re a first-year student. And the computer here tells me that you currently live in one of the on-campus dormitories. Is this correct? Student: Yeah, it is. So, what does that have to do with me changing my meal plan? Employee: The university has specific rules on students like you changing their meal plans. According to our rules, all first-year students who live on campus must have at least a fourteen-a-week meal plan. The school likes to make sure that the students all have access to at least two meals a day. So, I cannot allow you to sign up for the ten-a-week meal plan. I can, however, let you downgrade to the fourteen-a-week plan. Student: I guess I don’t have much of a choice then. Employee: Okay. Let me start up the paperwork.

Listen to part of a conversation between a student and an office secretary. Secretary: May I help you? You look like you are a little lost. Student: Yeah, I am not sure if I’m in the right place or not. I’m looking for the office that handles classroom bookings. Is this it? Secretary: You’ve found the right place. We handle all of the university’s classroom reservations. What date and time do you need it, and why do you need it? Student: I need to reserve a classroom for the science club. We usually meet on Friday, so I guess next Friday would be a good day. Secretary: I’m sorry, but almost every classroom is occupied during the week. Let me check… Sorry, next Friday is booked solid. How about Saturday or maybe Monday evening? Student: On Monday evening, most of us have a chemistry class. Besides, this Monday is too soon, and the following Monday is too late. Next Saturday should be fine, I guess, if nothing else is available during the week. Secretary: Let me check to make sure. That’s the eighteenth I believe. Hmmm… Yes, we have two rooms. One in the morning and one in the afternoon are still free. Student: The afternoon would be better. No one likes getting up early on Saturday. Secretary: I know what you mean. Okay, so that will be Room 203 in the Beverage Arts Center. Student Does it have a large screen projector that can be hooked up to a laptop? Secretary: I don’t believe it does. The Beverage Arts Center is one of the oldest buildings on campus, and they haven’t had the time to modernize it yet. Is the large screen projector really necessary? Student: We need it to present the different projects that our groups have been working on. It’s kind of like a contest we have every year. How about the other room, the one in the morning? Secretary: I believe it does have a screen that can be connected to a computer. That’s Room 307 in the Patrick Lawrence Science Building. Student: That sounds perfect. I know that room because I had one of my classes there last semester. It’s just what we are looking for. What time can we have it? Secretary: From nine to twelve. Is that enough time? Student: It should be. We have a lot of projects to present. I’ll just tell everyone they have a time limit. Secretary: Okay, so I need your name and student ID to book that room. Student: My name is Toby Ryan. Here’s my ID card. Secretary: Thank you, Toby. Now I need to explain the rules for booking these classrooms. First, if a professor or administrator needs the room for any reason, you have to vacate it. Second, all the furniture and equipment in the classroom are your responsibility. Any damages, and you and the other members of your group are responsible for making restitution. Third, leave the room as you found it. That means put things back where they belong, and clean up any messes that are made. Do you understand these rules, Toby? Student: No problem. I’ll make sure everything is fine 

Listen to part of a conversation between a student and a professor. 

Student: Professor Martin, could I have a word with you for a moment, please?

Professor. Of course. It’s Janet, isn’t it? 

Student: Wow, I can’t believe you actually know my name. Our class is pretty big. 

Professor; Well, I pride myself on being able to remember who each of my students is. I feel that doing so makes me, well, a better teacher. And I bet you’re here because of your recent midterm grade, aren’t you? 

Student: Uh, yes, sir, I am. It’s just that, well, you know, I’ve never actually gotten a C on an exam before, so I was kind of, ah, wondering what exactly I did wrong on the test. Do you think you could give me a couple of pointers or something? 

Professor. Well, if I recall correctly, you’re a freshman, right? And I’m willing to bet that this is one of the first tests that you’ve ever taken in college. Am I correct about this? 

Student: Yes, sir. Well, I did attend a summer program at a college between my junior and senior years in high school, but, yes, this is actually the second… no, the third test that I’ve taken in my college career. 

Professor: All right. Well, let me explain a few things to you. First, remember that college is a lot different than high school. My history class is probably much different from the history classes you took in high school. In my class, I don’t want you just to regurgitate names, dates, and places. Instead, I want you to interpret these events for me. Tell me not only what happened but why it happened. That might take a little getting used to, but it’s something that you’ll have to do if you want to pull out a decent grade in my course. 

Student: Yes, sir. I think that I understand. Do you have any other tips for me? 

Professor: Well, I think that it might be a good idea if you were to go speak with one of the department’s teaching assistants. I actually have one in our class. His name is Tom, Tom Watkins. His job is to help students like you. He’s really good and wants to become a teacher himself, so he should be able to, shall we say, lead you by the hand to get to where you want to be in this class. Student: Well, that sounds very helpful. Where can I find Tom’s office? 

Professor Well, TAs don’t have offices of their own, but if you go to the graduate student lounge on the third floor, you should be able to ask around and find him. He’s typically at school all day long. Student: Great. I think that I’ll do that. Professor: Do you have anything else to talk about? Student: Well, I know that I didn’t get the best grade on the midterm, but, uh, is there a way that I can pull out an A in the class? 

Professor: Hmm… I tell you what. You work hard with Tom, write an excellent report for me on our next assignment, and then ace the final, and I don’t see why I shouldn’t be able to reward you with a stellar grade Listen to part of a conversation between a student and a professor. Professor: Jason, I’m so glad that you dropped by. I wanted to speak with you for a few minutes about your paper that you turned in last week. 

Student: Oh, sure. Was there something the matter with it? 

Professor Uh, actually, yes, there was. I think that you must have read the directions wrong or something because you turned in a report on a topic that we won’t even go over until next month. 

Student Oh my goodness! Surely you can’t be serious? Professor Oh, I would never joke about something like this. Your astronomy report looked at the effects of a lunar eclipse on the Earth. However, if you would kindly take a look at this syllabus here, you’ll notice that we don’t even cover eclipses until next month. To be frank, I’m not sure where exactly you got the idea for this paper. 

Student: You know, when I was writing it, I had the feeling that there was something strange going on. I haven’t missed a class all semester long, so I knew that we hadn’t studied eclipses yet. 

Professor: So, how did you come to write about them in your report? 

Student: Well… It’s actually a little embarrassing, but I suppose that I should tell you. You see, I lost my syllabus on the first day of class, and I was too, uh, you know, shy to ask you for another one. So I’ve been relying upon one of my friends to tell me what our assignments are. He must have, uh, played a joke on me or something. Professor; Not much of a friend, is he? I think that you might need to reconsider that friendship of yours. Anyway, it seems that, although you are, technically, at fault, I shouldn’t penalize you because another student opted to tell a lie to you. For that reason, I’m not going to give you a zero on this paper. 

Student: Oh, thank you so much, sir. 

Professor: I am also going to give you another chance to rewrite this report. Now, the topic that you should have written your paper on is the moons of Saturn and how some of the major ones vary quite differently from one another. 

Student Wow. That really is different from what I wrote about. You must have been extremely shocked when you started reading through my paper. Professor That’s the understatement of the year. Anyway, I shall give you four days to submit this report. Today is Thursday, so I want this report on my desk no later than noon next Monday. Do you think that you can handle it? 

Student: Oh, yes, sir. I’m positive I can do that report now that I know exactly what the topic is. I’m so pleased that you’re giving me a second chance. A lot of professors wouldn’t do that. 

Professor. Well, I try to concern myself with what is best for my class, not others. Oh, Jason… One more thing. Student: Yes, sir? Professor. Don’t ask your friend for any more advice. I don’t want you writing about something completely off the wall next time. W: Hey Miguel, how’ve you been lately? M: Stressed. My global government prof just gave us a monster project. We have to do online research and make a presentation using some kind of computer program. I have no idea about how to use that program. I’ve never even heard of it before. Say. you don’t know anything about how the computer labs work here, do you? I’ve never really had to do any assignments with computers before, so I’ve never been to the computer labs on campus. W: Actually, I worked in one of the open labs for two semeste’s. What do you wanna know? M: Wow, thanks, Jean. Where to begin… Well, first off, where are they? 

W: Well the open labs are in the basement of the library, in the student union building, and then there are two more on campus. One in the science building and one In that other new building across campus, the building where they do freshman orientation. M: Oh yeah. I know the one you’re talking about. 

W: Anyway, the largest open computer lab is in the science building. M: Oh, OK. Are they open 24 hours?

 W: Unfortunately, no. They’re open from 8 a.m. to 9 p.m. Monday through Thursday, and 9:00 to 5:30 on Friday. The good news is that during the fall and spring semesters, they’re open Saturdays and Sundays as well. They’re open 9:00 until 5:00 during the weekend. M: Uh huh, and do they offer any kind of training on the computers? Like I said, I don’t know much about computers. 

W: Yes, they do actually. They hold computer training workshops twice a month. You can sign up for one in the library. There are also instructional tutoring sessions for students who need help with their course work in the science computer lab, and of course, individual assistance in all of the labs.

 M: Can I just walk in and start using a computer, or do I need a password or something? W: You don’t need a password to walk in the door, but you will need one to log in and use a computer. You have a student email account, don’t you? 

M: Sure. Doesn’t everybody? W: Everybody could have one, but some people don’t actually make use of the free service offered by this university. They’d rather pay an online company for some reason, M: That’s nutty. 

W: I think so, too. Anyway, I was asking you about your email account because that’s how you can get a password. You have to register with the computer administration office on campus. They’re the ones who send you the password. 

M: This is getting complicated. 

W: It’S not really, It just sounds daunting if you’ve never done it before. Hey, do you have some time right now? I can go with you and help you register for a password. M: As a matter of fact, mv next class doesn’t start until 3:30. W: How about going to the computer lab in the student union? That’s the closest one. M: Lead the way. I’m right behind you.