[00:00.00]Narrator: Listen to a conversation between a student and a professor.
[00:04.87]MALE STUDENT: So, Professor Tibbits, your note said that you wanted to see me … about my Hemingway paper? [00:10.45]I have to say, that grade wasn't what I was expecting. [00:13.64]I thought I’d done a pretty good job.
[00:15.58]FEMALE PROFESSOR: Oh, you did. [00:16.80]But do you really want to settle for pretty good when you can do something very good?
[00:21.09]MALE STUDENT: You think it can be very good?
[00:22.65]FEMALE PROFESSOR: Absolutely.
[00:23.51]MALE STUDENT: Would that mean you'd, I could get a better grade?
[00:26.49]FEMALE PROFESSOR: Oh sorry, it's not for your grade; [00:28.57]it's … I think you could learn a lot by revising it.
[00:32.60]MALE STUDENT: You mean rewrite the whole thing? [00:34.69]I’m really swamped; there's deadlines wherever I turn, and … [00:35.89]and I don't really know how much time I could give it.
[00:40.44]FEMALE PROFESSOR: Well, it is a busy time … with spring break coming up next week. [00:44.25]It's your call, [00:45.92]but I think that with a little extra effort you can really turn this into a fine essay.
[00:50.63]MALE STUDENT: No, yeah, I mean, after I read your comments,I—I can see how it tries to do too much.
[00:56.70]FEMALE PROFESSOR: Yeah, it's just too ambitious for the scope of the assignment.
[00:59.79]MALE STUDENT: So I should cut out the historical part.
[01:01.88]FEMALE PROFESSOR: Yes, I would just stick to the topic, [01:03.82]anything unrelated to the use of nature imagery has no place in the paper; all that tangential material just distracts from the main argument.
[01:11.71]MALE STUDENT: I never know how much to include, [01:13.42]you know, where to draw the line.
[01:15.13]FEMALE PROFESSOR: Tell me about it. [01:16.05]All writers struggle with that one. [01:18.76]But it's something you can learn, [01:20.12]that'll become more clear with practice. [01:22.68]But I think if you just cut out the, uh…
[01:25.05]MALE STUDENT: The stuff about the history … but, if I cut out those sections, won't it be too short?
[01:29.76]FEMALE PROFESSOR: Well, better a short, well–structured paper than a long paper that's poorly structured and wanders off topic.
[01:35.83]MALE STUDENT: So, all I have to do is delete those sections?
[01:38.95]FEMALE PROFESSOR: Well, not so fast. [01:40.87]After you cut out those sections you'll have to go back and revise the rest … to see how it all fits together. [01:47.02]And of course, you'll have to revise the introduction, too, to accurately describe what you do in the body of the paper. [01:53.50]But that shouldn't be too difficult; [01:55.33]just remember to keep the discussion focused. [01:58.07] Do you think you can get it to me by noon tomorrow?
[02:00.69]MALE STUDENT: Wow… um, I have so much… uh but I’ll try.
[02:05.02]FEMALE PROFESSOR: OK, good, do try. [02:06.69]But if you can't, we'll shoot for after spring break, OK?