[00:00.00]Student: Professor Wallace, I just saw the grades you posted, Um for the biology paper.
[00:09.87]Professor: Paul, I’m glad you here, I, um, was wondering if maybe some pages of your paper were missing from the copy you submitted. [00:18.90]I mean you have footnotes in the paper but I couldn't find the full list of sources at the end of the paper, you know, where you got you quotes from.
[00:26.55]Student: Oh, I'm sorry, it must have fallen off. I can get a copy of it to you tomorrow.
[00:31.85]Professor: That would be good, and while you here, well, it's possible that another page with missing too. [00:38.32]I mean I didn't notice a real conclusion to the paper. The ideas weren't tied up. [00:43.46]There should be a paragraph that did that. Unless you meant to introduce a new idea in the conclusion.
[00:49.78]Student: Yeah, you know that the writing classes at all first-year students have to take. [00:54.14]What they taught us there was that a good conclusion should be open-ended. [00:58.24]That it shouldn't just recap whatever we said in the body of the paper. Um, but that it should raise new questions.
[01:04.75]Professor: And that's what you tried to do in your biology paper on differential migration for my class.
[01:10.34]Student: Yeah, they said we should do it in all our writing, so I thought it was required at the university, a required way to write here. I thought I was doing a good thing.
[01:19.41]Professor: Well, it's great that you took something you learned in one course and implemented it in another. But, no, it's not standard stuff at the university. [01:28.52]Besides I'm not sure you really fully grasp what they teach in that writing class, because the way you wrote your conclusion, if that's what they teach, I don’t agree with that kind of writing. [01:40.51]And I think you'll find that most of your other professors or science professors, will agree with me. [01:46.61]A good conclusion should first focus on summing up the main ideas of the paper.
[01:51.97]Student: Well, that’s what I always been taught too, but this writing professor, he says that’s not always the best way to end a paper.
[01:59.47]Professor: Um, I didn't know any of this when I graded your paper and I just didn't understand why the conclusion seemed, well so illogical, you see only after you summarize what is come before，then you might want to point to a new idea or a question, but then you risk introducing something irrelevant.
[02:19.28]Student: Irrelevant?
[02:20.10]Professor: Yes, I mean， you had lots of nice examples about birds， but I could not understand why you introduced fairly long section on butterflies at the end of the paper about differential migration of birds. [02:32.17]Yes, butterflies migrate to, but butterfly migration that’s another paper altogether, but now that I know what you're trying to do.
[02:41.07]Student: No, I know butterfly migration is different, I wonder why I get such a poor grade, I can rewrite that if you like.
[02:48.67]Professor: That’s not necessary, look, now that you’ve explained things, I'd like to go over your paper again.
[02:54.43]Student: Okay.
[02:55.28]Professor: Let's meet again next week.
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