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Using points and examples from the lecture, explain how advertisers make products
seem more appealing.

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Preparation time: 30 seconds

Response time: 60 seconds

Practice Test

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Directions
Be sure your headset is on.

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This section measures your ability to write in an academic environment. .

There are two tasks in this section. For the first task, there is a reading passage and a
lecture. You will write a response to a prompt based on what you read and hear.
For the second task, you will write a response to a prompt based on your own knowledge
and experience.
Now, listen to the directions for the first writing task.

Practice Test

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For this task, you will have three minutes to read a passage about an academic topic. You
may take notes while reading if you wish. The passage will then disappear, and you will hear
a lecture about the same topic. While listening, you may also take notes.
You will then have 20 minutes to write a response to a prompt related to the relationship
between the lecture and the reading passage. Answer the prompt as completely as
possible using information from both the reading passage and the lecture. The prompt will
not ask you to express a personal opinion. The reading passage will appear again when it is
time for yo~ to start writing. You may use your notes from the lecture and the reading to help
you answer the prompt.
Typically, an effective response for this task will be 150 to 225 words long. Your response
Will be graded on the quality of your writing and on the completeness and accuracy of the
information you include in your response. If you finish your response before your time has run
out, you may click Next to go to the second writing task.
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Now, you will see a readihg passage for three minutes. Remember that the passage will
be available to you again while you are writing. Immediately after the reading time ends, the
lecture will begin. Be sure to keep your headset on until the lecture has ended.

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--------'-Buzz marketing is a type of advertising

used to generate a high level of interest in a
-product. It gets people to spread the word about
a product just by talking about it. The goal is to.
encourage regular people to generate excitement
or "buzz" about a product and spread that
positive word of mouth throughout their social
networks.
. . A main advantage of buzz marketing is that
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rparketing team just has to design the message
f~ey want to send and get that message o'ut
fo' the public. A well-crafted buzz marketing
campaign will then take on a life of its own.
Members of the target audience will discuss
the product and generate excitement among
theirfamilies, friends, and acquaintances.
A second advantage of buzz marketing
is that people trust information gained through
buzz marketing more than through traditional
marketing. This is because buzz marketing is
seen simply as sharing information between
friends; therefore, it is far more comfortable and
believable than other marketing methods. With
buzz marketing, people 'learn about products
from someone they trust. As a result, that
information is taken very seriously.
Finally, buzz marketing is an inexpensive
way to make any traditional marketing campaign
more effective. Companies that have added a
buzz marketing component to their traditional
marketing strategy have reached more
consumers at a lower cost than those that rely
on traditional marketing alone.

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Pr<1ctice Test

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Prompt: Summarize the points made in the lecture you just heard, explaining how they
cast doubt on points made in the reading.

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Buzz marketing is a type of advertising

used to generate a high level of interest in a
product. It gets people to spread the word about
a product just by talking about it. The goal is to
E311COurage regular pecple to generate excitement
or "buzz" about a product and spread that
positive word of mouth throughout their social
networks.
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A main advantage of buzz marketing is that
the message spreads quickly and easily. A
'njarketing team just has to design the message
they want to send and get that message out
to the public. A well-crafted buzz marketing
campaign will then take on a life of its own.
Members of the target audience will discuss
the product and generate excitement among
their families, friends, and acquaintances.
A second advantage of buzz marketing
is that people trust information gained through
buzz marketing more than through traditional
marketing. This is because buzz marketing is
seen simply as sharing information between
friends; therefore, it is far more comfortable and .
believable than other marketing methods. With
buzz marketing, people learn about products
from someone they trust. As a result, that
information is taken very seriously.
Finally, buzz marketing is an inexpensive ,
way to make any traditional marketing campaign .i
more effective. Companies that have added a
buzz marketing component to their traditional
marketing strategy have reached more
consumers at a lower cost than those that
rely on traditional marketing alone.
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Independent Writing Directions

For this task, you will write a response to a question that asks you to present, explain, and
support your opinion on an issue. You will have 30 minutes to write your response to the
prompt.
Typically, an effective response for this task will be about 300 words long. Your response
. will be graded on the quality of your writing. Graders will consider various aspects of the
response such as the development of your ideas, the organization of the content, and the
quality and accuracy of the Jang uage used to express ideas.
If you finish your response before your time has run out, you may click Next to end this
section.
When you are ready to begin, click on the Dismiss Directions icon.

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Do you agree or disagree with the

following statement? All university
. students should be required to
participate in exercise classes or sports.
Use specific reasons and examples to
support your answer.

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Be sure your headset is on.

This section measures your ability to write in an academic environment.

There are two tasks in this section. For the first task, there is a reading passage and a
lecture. You will write a response to a prompt based on what you read and hear.
For the second task, you will write a response to a prompt based on your own knowledge
and experience.
Now, listen to the directions for the first writing task.
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Practice Test

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Integrated Writing Directions

For this task, you will have three minutes to read a passage about an academic topic. You
may take notes while reading if you wish. The passage will then disappear, and you will hear
a lecture about the same topic. While listening, you may also take notes.
You will then have 20 minutes to write a response to a prompt related to the relationship
between the lecture and the reading passage. Answer the prompt as completely as possible
using information from both the reading passage and the lecture. The prompt will not ask you
to express a personal opinion. The reading passage will appear again when it is time for you
to start writing. You may use your notes from the lecture and the reading to help you answer
the prompt.
Typically, an effective response for this task will be 150 to 225 words long. Your response
will be graded on the quality of your writing and on the completeness and accuracy of the
information you include in your response. If you finish your response before your time has run
out, you may click Next to go to the second writing iask.
Now, you will see a reading passage for three minutes. Remember that the passage will
.be available to you again while you are writing. Immediately after the reading time ends, the
!i lecture will begin. Be sure to keep your headset on until the lecture has ended.
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Fluoride is a naturally occurring chemical

found in rocks, soil, streams, and often in the
water people drink. In. the 1930s, scientists
discovered that people who drank water
containing fluoride had better dental health
than those who drank water without it. As a
result, many cities in the United States began
fluoridating, or adding fluoride to, their water.
Since then, the practice has been largely
tieneficial to communities that implement it.
;W The largest benefit of fluoridating water
'ls it reduces incidences of tooth decay. Fluoride
li>oth prevents and reverses tooth decay by
:enhancing remineralization. Remineralization is
the process by which the tooth's enamel, or outer
coating, rebuilds Itself after it has begun to decay.
Several studies conducted since the 1940s have
shown that fluoridation reduces tooth decay
by eighteen to forty percent among children and
nearly thirty-five percent among adults.
Not only does ftuoridation improve dental
hygiene, but it is also safe. Fluoride in large
quantities can be toxic. However, these levels
must be very high for any harm to be done to
humans. Fluoridating water at optimal levels
does not harm people or the environment. The
United States Public Health Service supports
ftuoridation and considers it a safe and effective
method for maintaining dental health inAmerican
communities.
Fluoridation is also cost-effective. The
average cost for a community to fluoridate its
water each year is estimated to _range from
approximately $0.62 per person to about $3.90
per person. Over a lifetime, this comes out to
less than the average cost of one dental filling
to repair one decayed tooth. For most cities,
every $1 invested in community water ftuoridation
saves its citizens $38 dollars in dental treatment '
costs.

Prnctice Test

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:.... the quality of your writing and on how well your response presents the points in the lecture and their
relationship to the reading passage. Typically, an effective response will be 150 to 225 words long.
Prompt: Summarize the points made in the lecture you just heard, explaining how they
cast doubt on points made in the reading.
Fluoride is a naturally occurring chemical
found in rocks, soil, streams, and often in the
water people drink. In the 1930s, scientists
discovered that people who drank water
containing fluoride had better dental health
than those who drank water without it. As a
result, many cities in the United States began
fluoridating, or adding fluoride to, their water.
Since then, the practice has been largely
beneficial to communities that implement it.
; The largest benefit of fluoridating water
is if reduces incidences of tooth decay. Fluoride
both prevents and reverses tooth decay by
enhancing remineralization. Remineralization is
the process by which the tooth's enamel, or outer
coating, rebuilds itself after it has begun to decay.
Several studies conducted since the 1940s have
shown that fluoridation reduces tooth decay
by eighteen to forty percent among children and
nearly thirty-five percent among adults.
Not only does fluoridation improve dental
hygiene, but it is also safe. Fluoride in large
quantities can be toxic. However, these levels
must be very high for any harm to be done to
humans. Fluoridating water at optimal levels
does not harm people or the environment. The
United States Public Health Service supports
fluoridation and considers It a safe and effective
method for maintaining dental health in American
communities.
Fluoridation is also cost-effective. The
average cost for a community to fluoridate its
water each year is estimated to range from
approximately $0.62 per person to about $3.90
per person. Over a lifetime, this comes out to
less than the average cost of one dental filling
to repair one decayed tooth. For most cities,
every $1 invested in community water fluoridation
saves its citizens $38 dollars in dental treatment
costs.
Practice Test

653 - - , ;

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Independent Writing Directions

For this task, you will write a response to a question that asks you to present, explain, and
support your opinion on an issue. You will have 30 minutes to write your response to the
proropt.
Typically, an effective response for this task will be about 300 words long. Your response
will be graded on the quality of y0ur writing. Graders will consider various aspects of the
response such as the development of your ideas, the organization of the content, and the
quality and accuracy of the language used to express ideas.
If you finish your response before your time has run out, you may click Next to end this
section.
When you are ready to begin, click on the Dismiss Directions icon.

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Read the prompt below. You have 30 minutes to plan, write, and revise youressay. Typically, an
effective response will contain a minimum of 300 words.

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Do you agree or disagree with the

following statement? All the knowledge
that people need can be learned from
books. Use specific reasons and
examples to support your answer.

Pra(tice 1est

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Note: Highlighting' indicates a repeated listening

sample.

01 Anatomy
W: Yesterday, we only started to talk about
chemoreceptors. Does everybody remember
what chemoreceptors are? Let me give you a
quick definition just to make sure that we're all
clear on this. OK, so chemoreceptors are the
group of cells that act kind of as translators for
chemical stimuli. So, when your body is exposed
to certain chemicals, the chemoreceptors
prompt your body to react, respond, or both.
Does that make sense? What I want to talk about
specifically today is the role of chemoreceptors
in two human sensory systems: the olfactory
and gustatory systems.
OK, then. First, the olfactory system is what
allows you to perceive smells. Smelling is
important. I mean, it gives us a way to tell if
there's food close by, or if food has gone bad.
Anyway, the chemoreceptors used for smelling
are called distance chemoreceptors. Humans
have millions and millions of chemoreceptors
that are located in the nose. If you want to get
really technical, the receptors are all actually
located in a certain part of the nose called the
epithelium. In humans, it's about two inches
long. It's actually by studying the epithelium
that scientists can tell if an animal has a good
sense of smell or not. Let's consider two
examples: humans and dogs. Humans have
about sixteen square centimeters of the
epithelium covered with chemoreceptors.
Dogs, meanwhile, have 150 square centimeters.
So what can we guess by that? That's right,
that dogs have a much better sense of smell than
humans. Anyway, when odor molecules pass
through the nose, they bind to the receptors.
The receptors transduce ... ah, right transduce.
When you transduce something, you change it
from one form to another. So, yeah, the receptors
transduce the chemical stimuli into electrical
signals that can be understood by the brain.
The brain can then interpret what the odor is,
tell how concentrated the odor is, or even
match up the odor with a memory of an odor
smelled in the past.

So that's how chemoreceptors work in the

olfactory system. In the gustatory system,
which allows us to taste, it's a little different.
Again, being able to taste is very important to
humans. Before we all were able to get our food
at the supermarket, humans used to have to go
out and hunt for food. The sense of taste
allowed humans to tell if a food was nutritious or
bad for them. Moving on, I'm sure you all know
that our tongues are covered with thousands of
taste buds. There are about 10,000 taste buds
in the human mouth. Scientists have learned
that dttferent buds are able to discern, or uh, to
figure out different types of flavors. Well, that's
actually where the chemoreceptors are found.
See, there are two kinds of cells that make up
each taste bud. The supporting cell usually
forms the outside of the bud. Then the gustatory
cell, which is the chemoreceptor, is found in the
center of the bud. Unlike the chemoreceptors
in the nose, the chemoreceptors found on the
tongue are called direct chemoreceptors.
There are five different kinds of receptors on the
tongue. Each one is able to perceive salty, sweet,
bitter, sour or savory flavors. Interestingly, each
receptor has a distinct way of communicating
with the brain.

()2 Art History

W: We've been talking a lot about the Spanish
Renaissance in art. You probably remember
that this movement dates back to the 1500s.
Today I want to give you a, um, a profile, I
guess, of one of the most well-known painters
of this period: El Greco.
M: Wait a minute, but wasn't El Greco kind of an
exception in terms of his ideology and style? I
thought that he wasn't even popular at the time.
W: That's absolutely right. But I bring him up
for two reasons: one, because he was an
extraordinarily gifted artist, and two, because
his work exhibits features that popped up_ in art_
later. So consider this a preview of sorts. Now.
you said that ideologically, he was very different
from his contemporaries. Why don't we talk
about that? What were some of the beliefs tr.at
informed El Greco's work?

658 Transcripts
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Well, first of all, his work was mostly informed by

his imagination and intuition. And he thought it
was important to depict subjects in ways other
than what was expected.
W: Great point. I think that element is probably
best exemplified in the way he portrayed his
subjects as stretched out.
You know, I read something interesting about
that once, about the elongation of El Greco's
subjects. It was an article by this art historian
... he proposed that the reason that El Greco's
subjects looked all stretched out like that is
probably because he had astigmatism. Is that
true, or were the elongated figures really part of
El Greco's style?
W: Well, uh, for those of you who don't know,
astigmatism is a condition that affects the eyes.
Very simply put, it can cause objects to appear
more stretched out than they actually are.
Anyway, that's an interesting theory. I know it
seems like astigmatism could account for El
.. Greco's style, but if you think about it for a
.:;3minute, you'll see that it doesn't really make any
";sense. See, the astigmatism theory recognizes
,,,that the subject will be seen differently, butit fails
~to acknowledge that the artist with the astigmatism
would also see the canvas and the room and
really everything with the same distortion. Does
that make sense?
M: Um, yeah, I guess I can see that. But still, to me
it made a lot of sense actually looking at El
Greco's paintings. I mean, even if everything is
distorted it would still produce that effect.
wouldn't it?

W: Not exactly. Here, let me give you an example.

According to the astigmatism theory, the reason
that the subjects in El Greco's work are stretched
out is becil.use that is how he actually perceived
them due to astigmatism. But consider a work
where the subject is lying down horizontally. If
he were, in fact, just painting what he saw, the
subject would appear to be quite thick.
Instead, his subjects are never really elongated
horizontally; it's more like they're stretched out
vertically. That effect in his work is really just a
result of his desire to get away from the tradition
of having perfect measurements and proportions.

03 Service Encounter
W: Hi, I'm looking for someone who can help me
with my identification card.
M: I can help you. What's the problem? Is it not
letting you into buildings anymore? You know,
sometimes if you leave the card close to a magnet,
the card readers can't read them.
W: No, actually, I, um, seem to have misplaced my
card somewhere. But I'm almost sure that it's in
my room somewhere. I just don't have the time
to look for it now because I have a laboratory
session all afternoon. So I was wondering if I
could have a temporary card or something until
I find my own.
M: Oh, I'm so sorry, but we can't issue temporary
cards. It's just too risky to have that many ID
cards circulating around campus. Especially
since we use them for so many things. I mean,
think about it. You use it to get into buildings, to
eat at the cafeteria. Anyway, we'll just have to
get you a new one.
W: Oh, but I really don't want to have to pay for a
new one if I know that I haven't really lost mine.
M: I'm really sorry, but you'll have to purchase a
replacement. The bright side is that if this is the
first time you've had to replace your card, it will
only cost you five dollars. After that, it's ten dollars
if you have to replace it again.
W: See, the thing is, I've already lost it twice. So it's
ten bucks. It just kills me. And I know it's not
lost this time. It has to be somewhere in_ my. .
room.

M: To be honest, you don't have much of a choice.
Once a card. is. reported missing, we are
required by university policy to deactivate it.
Really, it's just what we have to do to protect
the students.
W: OK, I guess I can see that. What information do
you need to deactivate it?
M: Just your name.
W: It's Olivia Bentham.
M: Let me just put that in the system here. OK, Ms.
Bentham, your old card is now deactivated.
Now, let me just make you a new one and you
can be on your way.
W: Thanks. Um, so, it's ten dollars.
M: That's right. You can either pay with cash or put
it on your student account.
W: I'll just pay for it now. My parents will freak if
they find out I've lost it again.
Transcripts 659

- - --

-----------------

01 Linguistics
M: I wanted to talk a little bit about language
acquisition. As you all probably know, learning
a new language is a process that is not yet
completely understood. Linguists examining
language acquisition have formulated several
theories about it, including one called the
transactional model. This model will be our
topic for today. Let's start off by defining it.
OK, so first, the transactional model emphasizes
the effect of the language environment on the
learner. Right. This is a huge part-let me
explain. It means that a learner of a language
will be affected by things that he or she is
exposed to-different sounds, words, and so
on. The most obvious example might be children
who learn the same language in different parts
of a country. Depending on the environment-in
this case, geographical location-they might
develop different accents.
The transactional model can also work in the
opposite direction, which is my second point. It
also states that the learner can manipulate his
or her environment. For example; um. one child's
habit of oh, using a certain word or phrase,
might be transferred to the other students in the
same class, which is the children's shared
eQvironment. Then, soon, all of the students .in
the class are using this word or phrase, and it
becomes habitual behavior in that environment..

02 History
W: Today I want to continue our lecture on
Alexander the Great. As you already know,
Alexander was a Greek military leader who
conquered much of the known world in the
mid-4lli century BCE. An interesting thing is,
aside from all the territory he conquered,
Alexander the Great also contributed significantly
to the spread of Greek culture.
Alexander was legendary for his policy of
fusion. What I mean by that is that he promoted
the assimilation of foreigners in the army. Hmm.
I think I'm still confusing you all. Basically, he
was more welcoming of people from other
i

\!__

66ff Transcripts

countries than many other rulers in history tended

to be. For example, he would have his Greek
generals marry noblewomen from Persia. He
allowed his own culture to combine with cultures
from around the world.
Another way that Alexander helped spread
Greek culture was by his, uh, his sheer notoriety.
I mean, the guy was practically a superstar, as
famous in his day as some of the musicians you
might listen to today. When you consider that he
was undefeated in battle, it's easy to understand
why he had fans around the world. One good
example is the Romans. It's said that the Romans
really esteemed Alexander and sought to
associate themselves with him. One way we
can see that is that the Romans all prided
themselves on speaking Greek. In fact, it was
the unofficial language of the academics.

:~

03 Office Hours
W: Excuse me, professor? I was hoping you had a
second \o talk about class.
M: Hi Gracie, I'm happy that you came. I've been
curious about the students' sentiments toward
the class. So what's on your mind?
W: Um, well, honestly, I guess I'm just having a
problem with the setup of the class. I feel like
you don't give us the information we need during
class, and that we're, well, uh kind of wasting
time with the group discussions.
M: What do you mean, exactly?
W: Well, it just seems like every time I'm in a group
discussion, nobody's ever really sure what
we're supposed to talk about.
M: Butthe purpose of the group discussion is to
see what ideas you all have. I figured nobody
wanted to hear me go on and on by myself.
W: No, and I can apprectate that, but ... I don'.t
know. I mean. you are the authority.
M: Huh, and here I was thinking that I was probably
boring everyone to death with the lectures.
W: No, definitely not. I mean, I'm pretty interested
in hearing what you have to say.
M: That certainly gives me something to think
about. Thanks for your input.
W: No problem. And I want you to know I reaily do
enjoy your class. See you later!

.:.

<'-'

04 Service Encounter

W: Hi, did you call about a problem with your

Internet connection?
M: Wow, that was fast. Anyway, yeah, I just can't
seem to connect to the campus network. I've
tried just about everything I can think of, but
nothing seems to work.
W: Let me do some quick troubleshooting. Let's
see, well, it looks like your hardware is all in
working order. Did you get your network password
already?
M: My network password? Oops, I didn't even
know about that.
W: A lot of incoming students don't know about it.
Basically, it's just a way for the Campus
Computing Department to track who's on the
network. You know, to make sure that only students
can <recess the network.
M: Gotcha. Well, no, I definitely don't have one of
those. How do I get one?
W: Normally, you'd have to go to the computing
, 1; building, but since I'm here, I can walk you
ttc through it. First, open up your browser and type
"University Log-in dot e-d-u" in the search bar.
1t: Then click on the link that says "Get network
password."
M: Um, I don't see it anywhere.
W: It's on the lower left-hand side. There you go!
Now all you have to do is follow the directives
on the screen.
M: Wait, and after I finish up filling in this information,
it will give me the password?
W: No, this is just going to set up your campus
profile. It's their way of verifying that you're
actually a student. After this is another step.
M: Oh, I get it. So now that I have my campusprofile
approved I have to ...
W: You have to check your campus email address.
M: OK. Oh look, there it is. Thanks a lot for your
help.

05 Literature
W: So, last night I had you read some poems by
Emily Dicl<inson. I imagine that by now you've
gotten a good sense of her style and how different
it is from other writers' of that period. Today, I
want to talk about those differences and how
Dickinson sort of blazed the trail for other writers

after her. Can anybody start us off with how,

stylistically, Dickinson was different from her
contemporaries?
M: I guess I would say that her style is characterized
by the use of dashes everywhere and um, like
weird capitalization in places you don't really
expect it. After reading some other female
poets of the period, I found it to be quite a
departure from the standard punctuation
practices of the time.
W: You're right. One big difference is that Dickinson
didn't follow the accepted rules of punctuation.
Dickinson used dashes in her poems to connect
ideas that weren't always complete thoughts.
Oh, and speaking of complete thoughts, uh, I
guess I should mention grammar, too. See,
she-Dickinson-didn't always use complete
sentences, either. She used a lot of sentence
fragments and sometimes even used sentences
that only consisted of one word. Other poets
focused on language that was very clearly
grammatical and flowed much better than
Dickinson's.
Another thing you'll notice that's pretty different
are the themes that Dickinson covered. If you
remember reading the other poets of the period
a couple of weeks ago, they were nothing like
Dickinson. All the other poets from that period
seemed to talk about religion all the time. But
Dickinson would talk about the importance of
the individual. Most of her poems were very
personal, very emotional. She definitely focused
on the importance of the self. And it is refreshing
to see topics outside of the standard'-someone
writing about different subjects than other writers
of that pt;iriod.

06 Medical Science
M: Today, I want to talk about infectious diseases.
Just to be clear, an infectious disease is a disease
that is caused by any number of pathogens-er
I'm talking about biological agents-you
know, things like viruses, bacteria, parasites.
One question I've heard a lot over the years I've
been teaching this class is, "How did treatabl.e
diseases such as smallpox or even the flu krll
so many people in the past?" Well, let's answer
that.

Transcripts 66~

First, let's remember that we've come a Jong

way in understanding how diseases are
transmitted. Now we know that some diseases
can be transmitted through the air we breathe
or the water we drink. We now know that our
environment can affect our health. It's obvious
to us. That knowledge has helped us up our
standards as far as hygiene is concerned. So,
for example, it's widely accepted that the Black
Death that wiped out about two-thirds of Europe
was pretty much eradicated when people started
being more careful about cleanliness. Remember,
the Black Death is thought to have been a
bubonic plague, which was spread by rats and
the fleas that they carried. When people learned
about this, they were able to make changes in
their environment to avoid contracting the disease.
Another important factor in the mortality rates of
infectious diseases is the lack of immunity within
certain groups of people. First of all, do you all
get what I mean when I say mortality rates? OK,
all that means is the number of people that die
from disease. Anyway, the lack of immunity can
occur for many reasons. Take the American
Indians, for example .. who simply had never
been exposed to diseases like smallpox, which
was, of course, very common in Europe at the
time of the first settlers.

07 Office Hours
M: Excuse me, professor. Do you mind if I ask you
a question about the course outline?
W: Hi, um ... I'm sorry, I'm still trying to remember
everyone's name. Is it Paul?
M: Right. It must be hard trying to keep track of
everybody, huh? Anyway, I was wondering
about the course outline ... see, um, here it
says that we'll be working from the third edition
of Classical Mechanics. Is that right?
W: Um, yes, that's correct. If you're wondering why
I didn't assign the most recent edition, it's a
purely economic .decision. The editions are
virtually identical, and I don't think it's right to
have students pay fifty percent more for the
newest edition if it's all the same anyway.
M: I appreciate that. But the reason I was concerned
is because that's the same book that Professor
Maggart uses in his introductory course. So I
guess I just wasn't sure about how much material
will be repeated from that course .
.,r,y- 662

Transcripts

W: Really? I don't understand. Why would he use

that book? There are much more comprehensive
basic textbooks for an intro course on electricity
and magnetism.
M: I think that's a different course. I'm talking
about Foundations of Mechanics, or something
like that. It's a prerequisite for just about all of the
upper-level courses in the physics department.
That's why I know about it.
W: I guess that makes sense, then. You know, this
is the first time I've ever heard about us using
the same book. Do you remember what chapter
you got up to?
M: If I remember correctly, it was up to chapter six,
which would be, um ...
W: Calculus of variations. Well, I'm kind of surprised
that that's as far as he took you all in a survey
course on classical mechanics. Especially since
it's a prerequisite for the department. But anyway,
as for your question, unfortunately, there will be
some overlap. I can tell you right now that we'll
be blowing through the first six chapters within
the first couple weeks of class. I'll mostly just
.review that material, especially now that I know
that everyone in the course is supposed to
have taken an entire semester on it.
M: OK, and if that's the case, would it be safe for
me to assume that we'll be covering more
advanced topics then?
W: Most definitely. My course will give you deeper
knowledge of those subjects. Is there anything
else?
M: Nope, that answers my questions. Thank you
so much. See you in class.
W: Bye, Paul!

08 Service Encounter
M: Hi, is this where I can change my meal plan?
W: Yes, this is the Dining Services office, so I can
help you with that. Why don't you take a seat?
M: OK, well, here's the thing. I'm a freshman, so I
don't really know what my options are. But I did
hear from some people that there's a deadline
coming up, so I figured I'd come in and try to
see what's going on.
W: Yes, there is a deadline. But why don't we siart
from the beginning so we make sure you're
clear on everything?

.,

M: That sounds good. I'm sorry for trying to charge

through stuff. I clearly don't have any idea what
I'm talking about.
W: Don't worry about it. I know this stuff gets really
bewildering. Anyway, you said you're a freshman,
right?
M: Right.
W: OK, so what that means is that, as per university
policy, you have to be enrolled in one of the
three meal plan options. All freshmen must be
on one of the meal plans. The one that all students
are automatically enrolled in is twenty meals
per week, and that comes with 200 dining
points. This is just the default plan for idl new
students.
M: Sorry, what are dining points for?
W: Oh, no problem. The dining points can be used
at all the campus eateries, excluding the
cafeterias, of course, since you use one of your
20 weekly meal vouchers in the cafeterias.
M: Oh, that's cool. But that sounds excessive for
me. I never even wake up early enough for
b($akfast.
W: Well then, you can try the second meal plan. It's
foyrteen meals per week, plus 150 dining points.
Aijd the last meal plan is seven meals, plus 70
dining points per week.
M: You know, I really think that seven meals per
week is probably enough for me. I don't mind
cooking for myself, anyway. Is there a big
difference in the cost of the plan?
W: There'.s certainly a_ difference. Many students
prefer to downgrade a little bit. And as for the
cost, each plan is $500 less than the next step
up. So that means if you go down to the seven
meals per week, you'll be saving $1,000 per
semester.
M: Oh, that would be great. I know my parents will
like that, anyway.

09 Geology
W: Good afternoon, class. Today we're going to
talk about landslide processes and types. I
know that for most people a landslide is a
landslide, but there are actually different kinds.
What they have in common is that they all
involve rocks and soil and other debris moving
down a slope. So, if there aren't any questions,
I'll talk a little bit about these three types.

The first type I'm going to talk about is creep.

Just in case you're wondering, um, I think your
textbook calls it downhill creep. It's the same
thing, Anyway, creep is when rocks and soil
move slowly down the side of a slope. This mostly
occurs because of gravity. This phenomenon is
responsible for the gentle, um, rounded slopes
you often see on hillsides. Creep is affected by
several factors, including the grade of the
slope and vegetation. Another important factor
in creep movement is water. Some water will
act like glue and help keep the slope fixed.
However, excessive water causes the creep to
move faster. Creep happens so slowly that you
can't really see it; however, if you take look at
the vegetation in an area, you can tell if it is
happening. For example, in regions where
creep has taken place, you'll find curved tree
trunks or bent fences.
OK, let's move on, then. The second type is
most commonly known as a mudslide, but
geologists prefer the term "debris flow." You all
probably think I'm being nitpicky about the
term, but they actually do refer to different
processes. We'll use the scientific terms.
Debris flow, unlike downhill creep, moves pretty
rapidly. It's pretty much comprised of the same
rock and soil materials; however, a debris flow
can be recognized by the rocky front, which is
called the head, and the slushy, um, concretelike tail end. As with creep, there are different
factors that cause debris flows. But excessive
water is usually to blame. What happens is that
the loose soil on the slope becomes saturated
and causes it to, well, just slip off.
Finally, let me talk a little bit about a debris
avalanche. It's pretty much the same process
as creep except that it moves extremelyfast. Just
like an avalanche of snow. So, yeah, this is a very
dangerous kind of flow. A debris avalanche
can travel several kilometers before losing
speed. It can also have devastating effects on
landscapes. For example, many areas affected
by debris avalanches are permanently altered.

Transcripts 663 :.._____:-,

'

10 Zoology
M: All right, now we've all witnessed animals playing
before. Seems like they're just having fun,
right? But there's a lot of evidence telling us
that animals play for explicit reasons. So let's all
take a moment to think of the possible reasons
why animals might play-uh, outside of having
fun, of course. We'll come up with some theories.
Any ideas?
W: Well, it's a learning tool, right? And considering
they're playing at fighting, wouldn't it be, in a
way, practicing to hunt other animals?
M: Great idea. Let me use wolves to support that
idea. OK, so, young wolves always engage in a sort
of play-fighting. In fact, mothers will encourage
this conduct. The mother will do this because
she knows that the cubs will need those skills
once they go off on their own. They will need to
be able to defend themselves against attackers,
and they will need to be strong enough to hunt
other animals.
W: Yeah, but I've studied wolves before, and I
thought that their fighting was real. I mean, they
would actually fight, not just play. Isn't that
true?
M: You're right. Wolves do fight each other. And
they do this for a few different reasons, but I just
want to focus on one, and actually, we're going
to bring the discussion back to play-fighting.
But I promise, I'll answer your question in more
detail.
W: Hold on. I think I might know what you mean.
Are you saying that when animals really fight,
they are just doing it for the same reason as
when they play-fight?
M: Not exactly. What I mean is that play-fighting
actually establishes a sense of l1ierarchy in the
pack. I realize that was a lot of information. Let
me slow it down. What I mean is that-and
make sure you write this down-animals use
play,fighting to develop a sense of place in the
group. You know the term "alpha male," when
one wolf is the leader of the group? Well, as you
know, wolves can't exactly vote for a leader like
we do. So instead, wolves use play-fighting.
When wolves fight with each other, they learn
which one is the strongest. That wolf will become
the head of the pack.
W: So, I still don't understand why wolves would
really fight then.

- - 664 Transcripts

-----

------- - --

- --

M: Well, sometimes there might be a dispute over

which one is the leader. Maybe another wolf
thinks it sl)ould be the alpha male. So it's the
same idea of developing the social structure,
but the fighting becomes real.

. Chapter 2

01 Sociology
W: In today's discussion of group dynamics, we're
going to focus on the very smallest group
possible-a group of two, formally known as a
dyad. Love affairs, marriages, and even really
close friendships are dyads. And t.here are two
characteristics that make these relationships
very special, um, unique. In fact, they're unlike
any other relationship.
The first thing that sets off dyads from all other
social relationships is that they are typically much
more intense than the others. Yeah, there's no
one to focus on, other than the other member, so
naturally, the relationships can be very intensedeep, strong, and often very passionate. What
does this lead to? Well, put simply, these
relationships tend to be the most consequential
relationships of our lives.
The next thing that makes these relationships
unique is that they are highly unstable. If both
members don't actively work on maintaining
the relationship, then the thing ceases to exist.
. I mean, think about it. What happens if a member,
of, oh, say the photography club quits the club?
What happens to the club? Well, probably not
too much. The group survives. This is not the
case in a dyad, right? If one person quits, the
group is finished.

02 Psychology
M: Let's go over some theories about the development
of panic disorder. Panic disorder is a disorderdisorder being a physical or mental health
problem, basically-and with panic disorder
you have inexplicable feelings of really intense
anxiety. Researchers believe that there's a link
between panic disorders and an unusual

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awareness of one's own body. Confused?

Allow me to explain.
During a study on the development of anxiety and
panic symptoms, a group of randomly selected
children were asked to guess what their heart-rate
was, and to complete questionnaires about
their anxiety. It was found that children who
were better at approximating their heart-ratesyou know, guessing whether their. hearts were
beating too fast or not-they w,ere more hypersensitive to physical manifestations of bodily
malfunctions-um, let me put that another way. It
seems as though being very aware of your
body, such as being able to accurately guess
your heart-rate, sets you up to be more prone
to anxiety. If you're constantly worried about
how your body is working ... well, I think you
can understand what would happen.
So, OK, what if that's true for heart rate? What
about when experiencing pain? Some people
have pain and just bear it and brush it off.
Some people, however, feel like their bodies
41: are being attacked and start to experience
"' anxiety. These people tend to lead very
psychologically unstable lives-um, I mean
ii that
since they are worried that their bodies are
not working right, they start to develop panic
disorder.

M: Well, I thought I did that, and I was pretty sure

that I took everything in. It didn't quite hit me
until I received my test grade.
W: Well, come see me before the final exam so I
can clear up the main points. I certainly don't
expect you to remember everything I say. But I
absolutely don't mind going over what to
expect.
M: That sounds great. Thank you.
W: Sure. I'm usually available in the afternoons, so
come see me any time you're uncertain about
something.

04 Service Encounter
M: Excuse me, ma'am, I'm looking for the National
Journal of Environmental Science, but I just
can't seem to find it.
W: OK, well, have you looked on the shelves?
M: Yeah, I've looked up and down. I didn't see it at
all.
W: Hmm, maybe it's checked out. Let me look it
up. Ah, no, it's not in our system. We must not
subscribe to that particular journal. Let's see,
the National Journal of Environmental Science,
right? No, we don't have it.
M: Really? I need an article from it to use in a
research paper. Is there any other way to get it?
Hmm. Have you tried the interlibrary loan system?
M: No, I've never heard of it. What is it?
W: It's a system that we have that allows us to borrow
materials from other libraries.
M: Really? But how much does it cost?
W: We do it for free. I think most other libraries do,
too.
M: That's great. OK, so how can I get this journal?
W: Well, we can either get it from a university
library or a public library. It'll be faster from a
university library, but there's usually more
demand for things from university libraries. As
for public libraries, you'll be more likely to find
it in stock, but they can take up to a month to
get it to us.
M: Yeah, that's not good. My paper's due in three
weeks. How about the other university libraries?
W: Let me search through them. OK, I see that,
actually, one of our university libraries does
have it, except it's on reserve for the next couple
of days. So let's make a request right now. That
way, you can make sure that you're given first
priority as soon as it's released from reserve.

w:

03 Office Hours

W: Hey John, how are you today?

M: I'm good. Actually, I need to ask you a question.
W: Sure, what's on your mind?
M: Well, um, I'm really concerned about my
performance in class. I feel as though my
grades haven't been as good as I'd like them to
be, and well, I was hoping to ask you what I can
do to bring them up.
W: Sure. We still have the final exam, so doing well
on that is your best bet. Well, let's see, let me
get the grade book. Hmm ... OK, so I see that
you got a seventy-eight on your midterm exam

M: Yeah, even though I studied and studied for it.

W: I always suggest studying smarter rather than
just studying more. Study only the large, main
points of the book and my lectures. Oh, and of
course on top of that, make sure you're taking
the suggestions I make in class about what to
study.

Transcripts 665 - -

M: Definitely. Thank you so much. I really don't

want to miss the opportunity to get it.
W: Sure. Just fill out this form with your name and
the name of the journal.

05 Botany

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W: Today we will be discussing two widespread

diseases that roses are vulnerable to. Gardeners
know how difficult roses are to take care of
since, well, they can be susceptible to va.rious
fungi and bacteria. We'll talk about these rose
diseases today.
The first disease we will discuss is black spot,
caused by a fungus. It's one of the most severe
diseases that affects roses.
M: Let me guess, it causes black spots?
W: How did you guess? It can be detected by, uh,
the characteristic development of round black
spots .which spread out throughout the leaf,
changing the rest of the leaf into a ... yellowy
color. It causes the affected leaves to fall off
prematurely. If nothing is done to control black
spot, well, then the entire plant becomes weak
and won't blossom as well. It's worse after wet
and warm times of the year. So, the best thing
to do is keep it, keep the plant as dry as possible.
Preventative maintenance, basically.
Now then, onto to the next disease-rose rust is
also brought on by a fungus. Any guesses as to
what this one does?
M: Well. I don't think it actually causes rust, since
roses aren't made of metal. So, um ...
W: Actually, rose rust causes orange spots to
show up on the leaves and stems of the plant.
So it looks like rust. II the rose is badly affected,
then an orange dust will appear not only on the
plant but also on the ground below it. Usually
brown growths appear underneath the leaves
and the leaves become twisted. After that, they
die and drop oft. Like black spot, wetness is the
rose's worst enemy. As for preventative measures,
it's best to make sure the plant stays dry. So,
watering in the evening is out, and uh, well; just
try to control the humidity around the plant as
much as you can. So, with that said, are there
any questions?

666

Transcripts

06 Anthropology

W: The environments where we build our cities are

not always the best of places. You know, the
environment may be~ too cold, too hot, too dry
or whatever. But humans have the incredible
ability to adapt to their environments, and uh,
more to the point, to make these environments
adapt to them. That's my claim, and to uh, to
back it up-yes, I'd like to illustrate this key concept
by talking about a place called Tenochtitlan.
Tenochtitlan was the capital city of the Aztecs
in what is now Mexico.
'
To begin with,_Tenochtitlan was originally built
on an island. Solid ground. But with the expansion
of the population to around 200,000, they could
no longer lit on the island. There were just too
many people. Now, they were actually surrounded
by a shallow lake, along with swampland, and
it's not so easy to build in such places. But
these ancient people adapted. They built what
we call floating gardens, which were made by,
well, just by piling tree branches and mud
together. Then they planted trees, and the tree
roots actually kept the islands in place. The
islands were anchored by the roots that grew
and secured themselves to the lake floor. They
basic'ally made solid land where there wasn't
any. Innovative idea, huh?
Another problem they had was, um, well there
wasn't enough fresh water in the city. Again,
the people adapted the environment to their
needs and overcame the problem. Now. th~re
were sources of fresh water away from the city,
but retrieving the water was difficult. So they
built aqueducts. Aqueducts are structures that
are built to carry water to a place-manmade
channels for water, basically. With so many
people to provide water to, the Aztecs built two
aqueducts that allowed fresh water to travel
from springs, past the salty lake water, and into
the city. These aqueducts helped the Aztecs
have fresh water in a place where it was hard to
find naturally.

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07 Office Hours
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M: Hi Kate, how's it going?

W: That's exactly what I wanted to hear. What a

relief; I really, really wanted that class.

W: Pretty well, thanks. I hope I'm not bothering

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M: No. I have time right now. What's up?
W: Well, I took your class on public policy last
semester ...
M: Yes, I remember.
W: And I see that you're teaching two other courses
in the political science department this semester.
I went to both classes, and I'm very interested
in both of them. However, my schedule is so full
that it won't permit me to take both, so I have to
choose one of them.
M: I see.
W: I was hoping that you could help me decide. So
one of them is "Introduction to International
Relations" and the other one is "Representations
of Race and Politics." Both of them look greatright up my alley.
M: OK. Now, what year are you in, Kate?
W: l!fn actually only a freshman; this is my second
semester.
M: Well, the second course is somewhat advanced,
I usually recommend that for either juniors or
seniors.
W: I thought about that, but I also know that courses
in political science are always changing, and
I'd like to take this course before it's no longer
offered.
M: -OK, fair enough. The International Relations course
is fcir those who are more business-oriented.
Are you interested in working for an international
corporation after you graduate?
W: Maybe. I'm not sure.
M: Well, tell me, what is it about political science
that got you interested in the first place?
W: I've always been interested in the weys that
various policies affect minorities, and I'm just
realizing how much they affect me. I think that
this field opens up an entirely new world for me.
M: Interesting. Well, like I said, "Representations
of Race and Politics" is a bit advanced and I
usually wouldn't recommend it to a freshman.
But in your case, I think you can probably handle
it. You're just beginning to develop a strong
awareness of your identity in relation to society
and its constructions of race, and perhaps the
best way to dig into it is by studying it. You
could also bring your personal experiences to
class and allow others to learn from you.
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08 Service Encounter
M: Hello, can I help you?
W: Yes. You see, I'm all set to start school as a
freshman this fall. I got accepted on the WOW
Scholarship.
M: Congratulations!
W: Thanks. But I just received a bill in the mail. It's
for $200. And I have no idea what the bill is for.
M: Hmm ... Let me just type in your information
here. What's your name?
W: Melanie Woods.
M: And what is your student number?
W: Oh, hang on. I've got it written down. It's down
her.e in my purse somewhere. Here it is. My
number is 33569762.
M: OK. Yes, your account says that you owe $200.
W: But my scholarship is supposed to cover my
tuition costs and my books. That's what the letter
said.
M: What about your student fees? Does your
scholarship pay for those as well?
W: What student fees?
M: Well, many classes have an additional fee. For
instance, if you're taking a lab class, there's
usually a lab fee in addition to the tuition cost.
In fact now that I look at it, your account does
- say th~t this $200 is for student fees.
W: Why didn't they tell us that in orientation? This
bill is due at the end of the week, and I don't
have enough money.
M: I'm sorry, but you'll have to pay in order to take
your classes, or you'll be disenrolled.
W: What am I going to do? My parents don't have
the money to loan me $200. Is there any way
that I could get an extension until I get paid?
M: I'm very sorry. We aren't allowed to grant
extensions. You'll have to pay the bill by this
Friday.
W: Gosh. Well, I could ask my grandparents for the
$200 this time, but I don't know how I'm going
to pay for class fees in the future. I can't afford
to pay a couple hundred dollars for class fees
every new semester.
M: Have you ever considered applying for another
scholarship? That could certainly solve your
problem.

Transcripts 667 ~

I
-:-_--o-~="'=----~-

--~~

-------------------------------------.
W: You mean I can apply for another scholars_hip?
I thought that students could only apply for one.
M: Of course not. I know many students who
have used more than one scholarship to get
through schooL There's no limit on the number
of scholarships you can apply for.
W: Wow. I didn't know that. I only need a couple
hundred dollars each semester to pay for class
fees. Do they give out scholarships for that
small an amount?
M: I think so. You'll have to research them to know
for sure. I'd suggest looking for scholarships
online. You should be able to find what you
need on the Internet.
W: I'll do that. Thanks for your help.

_ _ 668

Another benefit is that absolute monarchies

don't require elections. Now, it may seem like a
bad thing that the citizens wouldn't get to choose
who governs them. But that's not necessarily
the case, especially in the past. You see, much
of the population used to be illiterate-they
couldn't read or write-and this would clearly
make elections difficult. What's more, such
people would have a hard time learning about
government in the first place. With an absolute
monarchy, the population doesn't have to worry
about elections, voting, or any government
issues. The new ruler is generally decided by
succession-the son of the current king, for
example-and laws are made by the monarch.

09 Political Science

10 Music History

W: A monarchy is a form of government in which a

single person has sovereign power over the
entire state or nation. Now, absolute monarchies
are monarchies in which the person in power
can rule completely as he or she wants, without
facing any opposition from the people, or even
from legal forces. This deal sounds great if
you're the person in power-not so great if
you're one of the people being ruled over. And,
well, I can read your minds ... you're probably
thinking that this method of governing is bad,
really bad. Always really bad. But you know
what? You'd be wrong. Actually, absolute
monarchies have some distinct advantages.
One good thing about an absolute monarchy is
that, well, with a good leader, a strong leader,
that leader can do great things for the country
because that person has the power to do anything
they can think of. For example, Catherine the
Great, the Empress of Russia between, let's
see ... 1762 and 1796, pushed for absolute
power. And regardless of what you think of her
personally, she actually did some great things
for Russia. Like, uh well, for one, she strengthened
the middle class and tried to get rid of taxes for
the people. What else ... oh, she wrote a
document that helped abolish cruel practices
in the justice system. So, she's proof that if the
monarch is educated and good-hearted as
was Catherine the Great, then many good
things can come about through an absolute
monarchy.

M: What we will talk about today are bards-uh, as

understood in the Celtic tradition. There are
actually a few different definitions of a bard, but
we're going to focus on one.
W: Sorry for the interruption, but what does Celtic
meari?
M: Oh, Celtic just refers to a culture in-uh, along
Western Europe. Think Ireland, Scotland, but
before and during the Middle Ages. OK, now,
to define a bard. In the Celtic tradition, a bard
was essentially a musician, though they had a
very different role than the musicians we know
today. I want to talk more about the role of the
bard in a minute. But basically what the bard
did was compose and perform music-alone,
almost always-and the bard would play an
instrument and sing. But it's what the bards
sang that was really interesting. In fact, the
music had more in common with our modern
literature than it does with our music. Bards
generally sang songs that told long, epic stories,
sometimes of real events that happened, or
maybe just folk stories that had been passed
on from previous generations.
W: So, a bard was like a storyteller. But with music,
too.
M: That's right. Now, I'm sure you're aware from
your history classes of how important storytelling
can be in the, uh, the understanding of a culture's
history. Regardless of whether a story is true or
not, it can give insight into how a culture thought,
uh, that sort of thing ... you know, rather than

Transcripts

--....-..i;.,.-,

the actual events that happened. So, as I think

you can see-uh, yes?
W: I get that the bards are also a solJrce of history,
like other storytellers, but how can history be
passed on through a story if it isn't written
down?
M: That's a good question. See, the bards were so
influential to the people that they actually
helped them-the people-commit these histories
to memory.
This is likely to show up on a quiz next week, by
the way. Back to the question, the effectiveness
of a bard comes in-well, let me give a modern
example. Have you ever heard a melody that is
just so catchy that you can't get it out of your
head? Well, that helps you remember the
words of the song too, right? That's just what
the bards did-they sang songs that people
could remember.
W: I get it, so that quality-the way songs can get
stuck in our heads, actually helped pass on
history because it would help people remember
ii" the stories.
'Ki-.

01 Anthropology
M: For last night's homework, I asked you to read
a couple of myths from both the Mayans and
the Aztecs. You'll remember.thP.t. the Mayan and
the Aztec civilizations were two of the largest
empires in what we now call Latin America. You
probably noticed how many similarities there
were between the two different mythologies.
They both have a great reverence for corn, they
both place a lot of importance on sacrifice, and
they both have similar creation myths. But why
do you all think this is? Why are there so many
similarities in the mythologies between two
cultures that were so distinct?
One of the first theories about why Mayan and
Aztec mythology are so similar is that they must
have descended from the same group of people.
That is, anthropologists believe that since they
share all this mythology, they must have once
been part of the same tribe that just diverged.
uh, split up, at different points. But, you know.
there's a lot of evidence that refutes this theory.
/,.

First, anthropologists have been able to

reconstruct hundreds of years of history for the
Mayans by studying the architecture and tools
they left behind. In fact, they estimate that the
Mayan civilization got started somewhere
around 1800 BCE. Aztec civilization, meanwhile,
dates back only seven hundred years. The
exact origin of either culture has still not been
determined, but one thing is sure: these two
civilizations probably came from two distinct
times, though they did exist at the same time for
awhile.
So, if that's not it, then we're still left with the
question about why their mythologies are so
similar. Here's something I want you to consider:
the Mayans and the Aztecs inhabited completely
different territories. The Mayans were found in
the western and southern parts of modern
Mexico, as well as Belize, Guatemala and El
Salvador. The Aztecs, on the other hand, lived
in central Mexico. But the thing is that they did
come into contact quite frequently. There was
some trade between the Mayans and Aztecs,
and it's believed that in the course of these
negotiations, some of their beliefs were transferred.
This could easily account for why sometimes
archeologists will find statuettes of Mayan gods
in Aztec territory or vice versa.
Something else that I think is significant is the
fact that even if they inhabited different territories,
both cultures moved around over a large
expanse of land. What does this m.ean? Well, it.
means that they probably ended up seeing a
lot of the same landscapes while they wandered
around. Remember that the mythology of any
culture is heavily influenced by the world
around them. So, for example, if both the
Mayans and the Aztecs saw that sometimes the
land produced and at other times it didn't, they
were bound to incorporate the importance of
those conditions into their mythologies. Does
that make any sense to you all? Or, just to give
another example, if they understood that corn
was a staple of their diets-which it was for both
cultures, by the way:--corn would inevitably
have some significance in their mythology.

__

Transcripts 669

02 Business
M: Hi, I'm glad that so many of you made it to this
review session. I want to make sure that we go
over the material that you guys feel you need
reinforcement on. I decided that the best way
to do this is to just let you all ask questions, and
we'll just go from there. So, um, as of now, the
floor is open.
W: Um, OK, here's something that I definitely
should have asked earlier in the semester, but
here goes: what exactly is a low-cost carrier? I
know that it's a pretty recent type of company,
but I don't quite understand how they make
money.
M: That's definitely going to be on the test, so I'm
glad you got around to asking that. To answer
the first part of your question, a low-cost carrier
is an airline that cuts out all the extra services.
That means no delicious mystery meat for dinner,
and definitely no first-class service. But, this
allows them to provide extremely low fares to
customers, which is always popular, as you
can imagine.
W: Ah, so they make money by bringing people in
with low prices. But that's really only part of it,
isn't it? I mean, there's more to the low-cost carrier
business model that helps them make money.
M: Do you remember some of the features of the
business model?
W: Um, well ... I think they're able to cut costs by
only operating one kind of plane.
M: That's a great point. Let me explain. See, by
only using one kind of plane, the company is
able to save on training costs. Plus, they'll also
spend less on maintenance and servicing. And
by buying many of the same type of aircraft at
once, the airline can negotiate discounts with
the manufacturer. Great point. What else?
W: Don't they also use less busy airports?
M: Yes, they do. These airports are sometimes
referred to as secondary airports. And since
secondary airports are usually less busy and
not so affected by delays at the major airports,
the airline can avoid delays.
W: Wouldn't they also pay less for landing fees at
secondary airports?
M: Yes, that's also true. Because remember; every
time a plane lands at an airport, that airline has
to pay a fee to the airport. Now, what else do
you think is a significant cost for all airlines in
general?
.,,___ 670

Transcripts

W: I would say fuel charges.

M: Good. All airlines, even low-cost carriers, have
to worry about the cost of fuel because it can
make operating that much more expensive. But
low-cost carriers avoid fluctuations in the price
of fuel by incorporating fuel hedging programs.
W: I know we covered this recently, but what is a
fuel hedging program again? Doesn't it mean
that they buy fuel in bulk?
M: Good try, but that's not quite it. An example of
a fuel hedging program would be when a
company buys fuel in advance at a fixed price
so that they won't be subject to changes in the
future.

03 Service Encounter
W: Good afternoon. How are you today?
M: I'm good, thank you. But, uh, well, I have a
weird question.
W: What is it?
M: L officially graduated last spring, but I'm still
kind of working on an independent study project
that I started in my senior year. I'm working
under a professor, but I guess by the university's
standards, I'm not really a student here anymore.
W: Ah, so you can't use the university libraries.
Don't worry, there's a way around that.
M: What a relief! I was really starting to worry
about how I was going to get the rest of my
research done.
W: We actually have a lot of people in. similar situations,
so we have to find a way to accommodate people.
I mean, it doesn't make sense to have a facility
like this and not make it available to people like
you. Anyway, what you have to do is apply for
a non-student pass.
1\11: But like I said, I'm kind of a student. Sort of.
W: Officially, you're not. But it's really just a label.
You'd get all the same access as a student,
and you'll even get to keep your campus email
address, since all that stuff is actually administered
by the library.
M: That's cool. Well, I'd like to get this processed
as soon as possible, so I'd be glad to fill out
whatever you need me to.
W: OK, then. Here's the application. At the bottom
it asks you about your relation to the universitymake sure to note that you're a recent graduate
and the name of the professor you're working

M:

W:

M:

W:

with. And if you can put a contact number for

the professor, that would be even better
because then we can confirm the project
faster.
Um, I'm sorry, but I just saw that there's a fee
for this. What's that all about?
That's right. I thought I mentioned that. It's
basically like a membership fee and if you think
about it, it's a pretty good deal. I mean, access
to all campus libraries and the computer network
for only $50 a semester. It's really not that bad.
Does that apply even for people in situations
like mine? I mean, I'm actually working on this
at my professor's request. It just doesn't seem
fair that I should have to pay extra at this point.
I'm sorry, but everybody who wants non-student
library access has to pay.

01 Litefature

W: We're going to start today by talking about genres,

and We'll discuss genres in the history of literature,
all the way back to ancient Greece. OK, so, in
the first place, what's a genre? Basically, it's a
defining category of art, literature or music, that
sort of thing. Let's talk about a few genres.
One of the earliest genres of literature was
tragedy: There a:re a lot of different defining
qualities of a tragedy, but in general there's a
heroic character with a tragic flaw, uh, something
in the character's personality that makes him or
her meet with bad fortune. Like uh. well, like
Mfil!fill. Medea is a play by Euripides, where
the main character, Medea, meets with bad
fortune because of her jealousy. So yeah, her
tragic flaw was jealousy.
OK, comedy is another genre. Now, comedy
today usually means something is really funny,
but comedies earlier in history were more
lighthearted than funny. Generally, strange
events happen because of some sort of
misunderstanding. Can I go on? OK. So, perhaps
the most famous comedies come from
Shakespeare, whom I'm sure you all know.
Shakespeare's comedies usually involve people
in love who are tricked or confused through

some clever ruse. A Midsummer Night's Dream

is a good example ... people fall asleep in a
forest-it's kind of silly-where a magical flower
makes them fall in love with anyone they see.

02 History
W: OK everyone, today we're going to be discussing
the Sea Dogs, who were, well, basically, they
were pirates, around the 1580s. They were
actually English pirates-and, like other pirates,
they stole stuff from ships they captured. But
they were actually employed by the Queen of
England in secret, and, uh, their goal was to
rob and steal from Spanish ships and ports.
Let's get more into why they did this.
First, I want to talk about why they stole gold
from Spanish ships. See, Queen Elizabeth of
England didn't really like King Philip of Spain.
They didn't have a good political relationship,
but Elizabeth wanted to make it seem like they
did. So, she hired these Sea Dogs in secret as
a way to attack King Philip without officially
declaring war. What I mean is ... by stealing
gold from Spanish ships, she was stealing gold
from Spain, and thus, from King Philip. And uh,
the Spanish didn't know it was really Elizabeth
behind it.
Also, the Sea Dogs actually went as far as to,
uh, to capture land, ports mostly. One of the
pirates, Sir Francis Drake, started taking land
from the Spanish in the name of England. Over
time, Drake became more, um, daring in his
exploits, and eventually war broke out between
England and Spain. Some would say that
Drake caused the war, but not me.

03 Office Hours
W: Hi, Professor Burke. Do you have a couple of
minutes to talk?
. M: Of course I do. What can I help you with?
W: I was hoping that you could give me some
advice. See, yours is the first class I've taken in
psychology, and I've really enjoyed it so, far. So
much so, that I'm starting to wish it was my
major. Do you think that I could do that? Switch
my major?

Transcripts

671 __.,...,,,..

''
M: Really? What a great compliment! Let me tell
you about the major requirements and then we
can talk about what you do next.
W: Actually, I read about the requirements. I was
at the registrar's office earlier, and I found the
department handbook. I guess my biggest
concern at this point is if I'll have the time to fulfill
the requirements. Especially the lab requirements.
M: I see. Yes, the lab requirements are pretty
rigorous. What year are vow in, again?
W: This is my fourth semester.
M: I see. Well, that certainly is late to change
majors, but you might think instead about making
psychology your minor since it takes less time.
You won't have that same level of specialization
that a major would grant you, but at this point, I
think it's probably your best bet. But a major
isn't out of the question. I'd advocate some
deep thought at this point. Take some time to
weigh your options.
W: Hmm, you're right. Thank you so much.

04 Service Encounter
W: Hi, welcome to the Academic Support Center.
How can I help you?
M: Hi, this is kind of embarrassing, but I really
need someone to help me with my writing. I
have this crucial essay for my history of
mathematics class and I have to do really well
on it, or I'II fail. Do you have anything for me
here, or is it all tutors and that kind of thing?
W: Well, first of all, yes, we do have someone to
help you with essays. They're called writing
fellows, and what they do is walk you through
the essay-writing process. Like, they'll help you
put together your research and organize your
paper. Then they'll help you revise your drafts.
M: That sounds perfect for me. It's exactly what I
need. How can I get hooked up with one of
these writing fellows?
W: Well, first you need to fill out an application.
Don't worry. It's mostly so that the center can
keep track of what kind of demand there is for
tutors and that kind of thing.
M: OK, and will it lake long for me to get in touch
with a writing fellow?
W: It can take between two and three days. What
we'll do is use the information on your application
to try to find a good match for you. We'll be
i'.
h

~1-.
>fr

'

672 Transcripts

looking for someone who might possibly know

a thing or two about, what was it? The history of
mathematics.
M: Oh wonderful. And then will this person get in
touch with me, or will I have to contact them
somehow?
W: He or she will contact you via email and set up
a time for the two of you to meet and go over
the topic and such.
M: Thanks. Let me get that application filled out,
then.

05 Environmental Science
W: Good morning class, I noticed on the last pop
quiz that you all didn't do so well on the part
that had to do with the rain cycle. After grading
the quizzes, I realized that most of you didn't
really understand how each step is related to
the others, so that's what we're going to work
on today. Would anybody care to start us off by
naming one step in the cycle?
M: I guess I'd start with the evaporation of water.
W: Great. That's step one. And what does water
turn into when it evaporates?
M: Um well, it goes from a liquid state to a
gaseous state. Is that what you mean? The
water droplets turn into water vapor.
W: That's right! And then the vapor gets sucked
into the air currents in the atmosphere. Since
the air is cooler there, it condenses and turns
into a liquid. So condensation is the second
step.
I want to expand upon the third step, since
most of you forgot that on the quiz. It's called
advection. Keep in mind that once the water hits
an air current, it's moved along by the current. That
is called advection. That's why water that
evaporates over oceans will eventually fall over
land. Water moves in air currents. That's all
you need to remember. If you have trouble
remembering those terms, remember that
condensation is_ the .opposite process of
evaporation. That is, condensation occurs
when a gas is cooled. And evaporation happens
when a liquid is heafed. OK, with that said, let's
move on. Of course, the next and most obvious
step is precipitation, and that's just rain, snow,
hail. Water falling back to Earth.

.1
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06 Psychology

07 Office Hours

M: Good afternoon, everybody. At the end of

yesterday's lecture, I mentioned Bruce
Tuckerman;who developed a model of group
development. Today I want to expand on
Tuckerman's theory, which is characterized by
four steps: forming, storming, norming, and
performing.
The first stage is called "forming." So, as you
can probably_ tell from the name, this is the time
when the group actually comes together and
forms. This is also going to be the stage where
the members of the group get to know each
other and try to establish some familiarity. Are
we all clear on this? To recap, it's just when the
group convenes and the members get to know
each other.
The second stage is called "storming." This is a
period of constant conflict within the group as
different members struggle for leadership.
Some could see this as I.he period of "growing
pains" for;;the group as the members become
accustomed to the processes of operating as
a group ...1 want to point out that sometimes
groups d~m't really make it out of this stage.
Tuckerman believed that advancement past this
level was dependant on the maturity level of the
members of the group.
The third step is called "norming," which is
when some calm comes over the group as they
resolve some of the initial conflicts. The
assumption is that the group reaches a sort of
consensus about operating. You should also
remember that at this point, team members
start trusting each other. It's also been noted
that at this stage, members of the group seem
to share a set of values about rules, professional
behavior, and methods.
Finally, we've got the "performing" stage. At
this point, the group is able to maximize the
potential of its varied member's strengths. A
group in the performing stage will demonstrate
efficacy, organization, and competence.

W: Hi, Professor Albright? I hope this isn't a bad

time. If you don't mind, I just wanted to ask you
a quick question.
M: Hi, Caroline. I've got a couple of minutes to
spare. What's the problem?
W: I just don't know what to do. I was reviewing the
finals schedule on the website yesterday, and I
realized for the first time that the final for your
class is Thursday at nine a.m.
M: No, that can't be right, My schedule says
Tuesday morning. Maybe there was a mistake
in the schedule.
W: ihat's what I thought, too, so I asked my other
professors. And it turns out that according to
the official university calendar, this final is on
Thursday, not Tuesday.
M: Oh, no. I must have been looking at last year's
academic calendar. This is a disaster. Then
again, if I'm the only one that was going by that
calendar, I guess all that really means for my
students is that they get two extra days to
study. I can't see anybody objecting to that.
W: Um, well, I sort of have a problem. See, this
semester I'm taking a theater class, and for our
final we have to do a solo performance for the
class. Since I didn't think I had any commitments
for Thursday, that's when I signed up to do my
performance.
M: Oh, I'm so sorry. Would you be able to switch
places with someone else in the class?
W: I already asked some people in my class, but
the fact is that there are so few slots and so
many people that there's really no way to
change. I really hate to ask, but I wanted to
know if I could take the final on a different day.
M: Oh, Caroline, I don't know. The university has
strict policies about that kind of stuff. I'd have to
request another lecture hall and find a proctor
to administer the test.
W: See, if I can't do my performance, I'll fail the
course. It's such a big component that it's
worth forty-five percent of our grade for the
semester.
M: 01<, I definitely wouldn't want that. Listen,
here's what I'm going to do. Tomorrow during
the lecture, I'll tell the class, and then see how
many other students will be affected. And I
won't forget about you .. Then we can all try to
figure out an alternative time that will work for
everyone.

_.,...fi

Transcripts 673

08 Service Encounter
M: Hi, are you the Housing Director?
W: Yes, that's me. Can I help you with something?
M: Yeah, I was actually sent up here from the
Student Services Department. I'll have a
strange housing requirement next year, and
they told me I'd have to get special permission
to see if they can accommodate me.
W: OK, why don't we start at the beginning?
What's your special need?
M: See, I just got an internship to work abroad with
a language institute. The thing is that the dates
don't exactly match up with the school calendar.
Since it's part of my independent study, my
academic calendar is pretty flexible. But
practically speaking, I won't be returning to
Boston until mid-March, and I'll need housing
at that point.
W: That's impossible. I'm sorry, it's just that with
the housing shortage. there's no way we can
guarantee that space. We'll probably be short
on rooms as it is.
M: Right, I understand that. But what if I could live
off-campus? I mean, if I can arrange my own
housing, then there would be a way to
accommodate everyone.
W: That's a fine idea. I don't see any problems with
that. I don't even need to give you any special
permission. All you have to do is file for off-campus
housing for that semester and then submit
some proof of residence when you get back.
M: That's what I wanted to do, but the folks at
Student Services told me that since I'm
technically still a second-year student, I can't
move off-campus. So I wasn't able to file for
off-campus housing.
W: Oh, I didn't realize that you weren't an
upperclassman. We don't usually have
underclassmen getting internships.
M: Yeah, I saw this one and I knew it was something
I had to go for. I'm really excited and I'm just
hoping that I can get everything settled over
here so that it actually happens.
W: .1 see, so you need my special permission fo file -for off-campus housing because you're an
underclassman. I understand now. Well to be
honest I don't see any moblem with writing a
letter for you.
M: Really? I'd really appreciate that. Would I need
to provide you with any forms or anything? It

_ _ 674 Transcripts

seems like everybody needs some form.

W: Um, why don't you just bring me the letter of
acceptance for the internship. That should suffice.

09 Astronomy
M: Today I wanted to talk about black holes, but I
have to say, I was surprised at the amount of
emails I received in response to the last lecture.
The confusion seemed to surround the mai11
sequence stage jn a star's life. In fact, one
question in particular that kept on coming up 1n
the emails was why stars send off more energy
as they get older, rather than when they first
form. So, let's cover that.
The first thing I want you to understand is the
basic idea of how stars are created.
Remember, when stars are being formed, energy
is mostly created when the atoms from the
gaseous materials that make up the star collide.
Do you all follow what I'm talking about? Here,
let me clarify. Basically, all the different atoms
at the star's core crash into each other, creating
heat energy. At this stage, the star is called a
protostar. The protostar is not very bright and
doesn't really send out too much energy at all,
at least not when compared with the output it
will have as a main sequence star-uh, that's
just the stage where stars spend most of their
lives. The most important thing to remember
about this stage is that it's when the star begins
to shrink.
However, when the star reaches a certain age,
hydrogen fusion begins in the star's core. It has
now started undergoing the main sequence
stage. One by-product of hydrogen fusion is
helium. This is important, now, so please make
sure you're paying attention: the fusion of
hydrogen particles at the core causes s.ome
high-temperature and high-pressure reactions.
This is where all that extra energy you all were
asking me about in the emails comes from. QQ
you all get that? Let me reiterate that: during the
main sequence stage in the lifespan of the sta.r,
hydrogen fusion occurs in the star's core. This
causes high temperature reactions that.result
in the steady increase of the star's lum1nos1ty
and temperature.
Also remember that the star does eventually run

out of, uh, fuel, energy, which is when the star

begins to die. It'll probably make sense to you
that bigger stars run out of fuel more quickly, and
therefore die out fairly quickly.

10 Biology
M: Yesterday we wrapped up our discussion on
the Sirenia order. If there are no questions
about yesterday's lecture, I'd like to move on to
discuss Order Cetacea. So, are there any
questions? No? Good.
So, there are about ninety different species of
the Order Cetacea. Can anyone think of any
cetaceans?
W: Dolphins and manatees.
M: You're right about dolphins, but not manatees.
Those are of the Order Sirenia, remember?
W: Um, OK ... what about whales and porpoises?
M: That's right, on both counts. And if you ever
have trouble remembering that consider that
c&tus actually means "whale" in Latin. Well
anYway, cetaceans are pretty well known as
the most aquatically adapted mammals. So
the'n, what other qualities do you think that
cetaceans might share?
W: Don't they all live in the ocean? Like they're all
marine species, right?
M: You're almost right. Of all the species, there are
only five freshwater varieties. And those would
be the five species-:the freshwater dolphins.
W: OK and I think I remember reading somewhere
that cetaceans actually have hind legs, don't

m?

M: Right! But obviously, they aren't really used at

all. In tact, they can't be because one, they are
so tiny and two, they aren't even attached to the
bacl<bone. But anyway, unlike other mammals,
cetaceans also have no body hair.
W: How do they keep up their body temperature
then? I mean, I Jmow that most other mammals
have fur to keep them warm.
M: Cetaceans have a thick layer of fat called blubber
that l1elps keep them warm.
W: Oh, OK. That makes sense.
M: All right, moving on then, cetaceans are
thought to have evolved from land mammals
into primarily marine animals about fifty million
years ago. Signs of their evolution are evident

to marine biologists today. The most obvious

example is that they need to breathe air from
the surface. But other signs of cetacean evolution
include the bones of their fins, which, it you've
ever examined them, actually look like jointed
hands.
W: That's really interesting. What other adaptations
did they undergo?
M: Well, there are probably too many to name during
one lecture, but I can give you some examples.
Scientists believe that the first adaptation that
occurred was the loss of the hind limbs.
Interestingly enough, they also lost external
ears, since they didn't really have a use tor
them anymore.

01 Literature

W: Let's move on to Henry James, and the uh, the

interesting and groundbreaking characters he
created. James was one of the first novel writers
to really capture-to uh, create characters that
seemed human. Before James, uh, we're talking
late nineteenth century, early twentieth century,
here ... before this, literary characters were
often overly heroic, totally evil, completely
pure-and well, a bit implausible.
OK, so let's get talking about his characters,
starting with something called an unreliable
narrator. So ... to explain. We sometimes tell
lies, right? We lie to one another, whether we
mean to or not. Well, what if a narrator lies to
you? This is one of the ways that a narrator can
be unreliable. We can't trust the narrator. And
Henry James used these kinds of narrators,
which gave his stories, er, I mean his characters
more realistic personalities.
James also used a "stream of consciousness"
style, especially toward the end of his writing
career. This style involves getting onto paper
whatever comes to your head, without censoring
what you're writing. He did this to explore the
inner thoughts of his characters, trying to
understand everything they thought, even if it
was difficult. I'm personally not wild about this
style, but many feel it adds to the overall realism.

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02 Agriculture
M: Moving on, let's talk about bio fuel, which is um,

it's basically any sort of biological materialdead or alive-that can be used as a source of
energy. As tor biological material, anything
goes, such as plants, wood, wastes, you name
it. Today, I'm going to go through the advantages
and disadvantages of bio fuel.
OK ... the pros: it's a renewable fuel, meaning
it won't run out like fossil fuels will. We can
always grow more plants, right? Right now,
scientists are experimenting with a fuel made
from corn-called ethanol. This kind of fuel
produces fifty percent fewer emissions, so it's
better for the environment. Bio fuels like ethanol
will help keep smog out of cities. So these are
some things that are pretty attractive about bio
fuels, pretty exciting, actually.
Now, for the cons: just because it's renewable
doesn't mean that the Earth goes unharmed
from its use. In fact, it still could contribute to
global warming. For example, while they're
being made, bio fuels still put out gases that
contribute to the greenhouse .effect when
they're burned. In addition, since many bio
fuels are extracted from plants, there would
have to be more land used for agriculture. And
if you ask me, for this reason we really need to
do more research on this subject.

03 Office Hours
W: Hey, Harold. Anything I can do for you?
IVI: Actually, yeah, Professor Steele. I had a dentist's
appointment on the day that we went over the
material for the upcoming exam. Even though
I've borrowed notes from another student, I feel
like I still have a shal1y grasp on what to expect.
W: OK, sure. But shaky ... how?
M: Well, uh, I know that you'll be asking about
society's perceptions of mental illness. I'm not
sure, though, in how much detail.
W: Well, let's put it this way: the exam has twenty
multiple choice questions, but those are just
basic concepts. So you should have no problems
with those. The rest of the exam consists of
essay questions.
M: That's the part I'm worried about.
W: OK, well, the two essays will mainly go over the
topics we've covered more than once, since

those are the, well, the most important things

we've covered. What I said in the review session
was that I don't want to be reading essays
about what people think about those topics in
general. I mean, they should reflect a deep
understanding of the material, not something
that a first-year student could answer. I know I
keep restating that, but it's happened a lot in
the past.
M: OK, then, I'll remember that. Anything else?
W: Not really. If you've listened to lectures, you
should do just fine on the exam.

04 Service Encounter
M: Hi, can I help you?

W: Yes, I'm looking for a textbook.

M: OK, but just to let you know, we don't carry
many textbooks here at the campus bookstore
at this point of the semester. So I can only let
you know about textbooks for next semester.
W: Actually, I'm looking for a textbook for this
semester.
M: Huh? This semester? Did you lose your old
textbook? In that case, you might have to talk to
your professor. We can't order replacements.
W: No, actually, up until now I'd been sharing the
textbook with my roommate, but she transferred
to anoU1er dorm, so ...
M: I see. Well, the thing is, we only order the books
right before the semester begins and we usually
order just enough for the students enrolled in
each course. If, for whatever reason, there's a
surplus, we send them back to the manufacturer
a few weeks after classes have started.
W: You've sent them back already?
M: I'm afraid so.
W: Lovely. So I can't get the book here.
M: No, but you could try the library.
W: OK ...
M: Actually, I believe the library is required to have
a copy of every textbook for each course, so
that students who can't afford to h.ave the
books will still have access. But what a dragyou'll have to do all your reading in the library.
And another student might be reading it when
you want to. Not a good option.
W: Yeah, I don't want to go back and forth to the
library. Do you know of any other bookstores
around here that might have it?

\...-- 676 Transcripts

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:.:..:.:::.:::.::~:::::::;::-_::.::-.. ::".:.~.::.:~-:::::::.:."'::..:::::::::::'.::::::::-:::::'.::'.-.:-.:: :_'~:':_""":_' :::_-::::::':::.."':::--::::..-:.'t.':~:-::.::~:::::.'.:-.:::::'_'.'.::'''~.:'::::'!:._::::=-:=-.:.:~-:.'::~

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=-=..::= '

M: Well, not around here, but ... Oh, I've got it ...
right, right. I almost forgot. A friend told me
about a website called unibooksunlimited.com.
My friend said that it has every title you can
think of-new ones, old ones, whatever. That'd
be your best bet.
W: Thanks! I'll try that.

OS Environmental Science

!','

M: OK, everyone, today we're going to be talking

about invasive species, which, um, which are
any species of plant or animal that is not native
to an area, but is somehow introduced. After
being introduced to the new area, they cause
serious damage-they can really cause problems
for other species. Sometimes, the naturally
occurring species become extinct. Yes, invasive
species are very strong competitors. Let me
give you an example.
.. ; Interestingly enough, farmed salmon is causing
"[: huge problems in the northwestern US and uh,
: the west coast of Canada. You see, these fish,
the farrned ones, are raised iri huge pens, um,
! you know, areas of the sea that are surrounded
by nets. But the problem is that many of the
farmed salrnon are escaping from the netted
areas and heading out into the ocean.
Let's talk about the effects on the ecosystern. To
begin, these farmed salmon introduce new
parasites and diseases to the native fish of
these regions. Se?. the local salmon haven't
had any exposure to these diseases until now
so they lack resistance to disease. Therefore:
when the farmed salmon invaded, they spread
a lot of disease among the local salmon. And
it's this point, this first point, that I'm the rnost
worried about. I'm afraid we may see entire
populations of native salmon disappearing.
Second, lil<e I said, they're really competitive,
t11ese invasive salmon. The environment-I'm
talking Canada and Alaska now-these places
had a balance of resources, and the environment
was able to support the existing life there.
However, when the fanned salmon invaded,
suddenly there were more fish competing for
food. It's a big ocean. buc a1 e-1ent like this can
change things for a lot oi spec,es. In this case,
other fish started dying because they couldn"t
find enough food.

06 History
W: The Gettysburg Address is the great speech
delivered by President Abraham Lincoln at
Gettysburg, Pennsylvania that touched many
Americans' hearts. But did you know it was only
about two minutes in length? Amazing, huh?
OK, so first, let me give you some background info.
The president made this speech during the
American Civil War, back in um, in 1863. And
he gave it at Gettysburg, the site of a huge battle.
But here's my question ... why was the speech
so effective? Simple. It touched people's emotions,
and that's what I want to focus on now.
Well, first of all, Lincoln evoked strong emotions
by talking about the importance of human
equality, and um, many people thought that
was really what the Civil War was being fought
over. In his speech, he was referring to the
American Revolution, about how people made
great efforts to achieve freedom, reminding the
American people what they are about: about
liberty and equality among a//. Not among a
select few. But among all. So he made an
emotional appeal-a very strong demand that
all people be equal.
Next, and despite the split within Americaremember, the nation was divided at this timeLincoln made sure to constantly use the word
"nation," to emphasize that America would not
remain divided, but would come together as
one to devote itself to its main causes, which,
again, were liberty and equality. This made
Americans feel as if they were part of a whole
again, creating a feeling of great unity. They
needed to hear this, and it made people react
very emotionally.
Oh, and one more key point. Lincoln did not
introduce any new concepts to the people-in
fact, he reminded them of what they knew,
which is probably why it touched them so
deeply.

Tra.nscrlpts

677

- i

07 Office Hours

'

M: Professor Jones?
W: Hey, Zach. Come in. I haven't seen you in a
while.
M: Yeah, in fact, that's why I'm here~1ve been
sick, and I'm pretty worried about my grades.
W: I understand, for sure. So what's on your mind?
M: Well, I've been meeting with one of the deans,
and she's advised me to go directly to my
professors to discuss what policies each one
has-about, well, students that get sick and
then suffer academically. I have to be honest
with you. I um, I just don't think I can finish
classes this semester.
W: I don't really have any specific policy. But in my
experience, students who do get sick tend to
go on medical leave, which is when students
get permission to take time off from school in
order to recuperate.
M: Right. I heard from the dean that it takes quite
a while to process a medical leave, and since
the end of the semester i.s drawing near, I'd end
up with an incomplete for my classes this
semester.
W: Well, that wouldn't be the end of the world.
M: Thing is, I'm on a scholarship, and one incomplete
semester, then, well, the scholarship will be
withdrawn.
W: Ah, I see. This is a bit complicated. So there's
just no way you can finish up on time ... hmm.
In that case, let me see. Well, how about I give
you an O.H.?
M: Sorry; an O.H.?
W: Yeah, it stands for "On Hold," and it wouldn't
register as an incomplete. It's nice because it
takes into account all of the work that you've
done up to now. You can just continue when
you're ready. I mean, you can take your time
and complete it over the winter break if you'd
like. It's all up to you and your health.
M: That sounds wonderful.
W: Hmm, the thing is, participation counts for ten
percent of your grade, and you've missed a lot
of classes due to your illness. Well, in place of
that, how about writing a three-to-four page
paper to demonstrate what you've learned. I'd
be satisfied with that.
M: Thank you. Thank you for being willing to work
with me on th is.

... 678 Transcripts

W: Well, you can't help being sick. It's important

that you focus on getting better instead of
stressing out over grades. I really do hope your
health improves soon.
M: Thanks. So do I.

08 Service Encounter
W: Hi, there.
M: Hi. Is this the residential life office? For student
housing?
W: You've come to the right place. Anything I can
help you with?
M: Yeah, how can I get housing for next semester
if I'm changing rooms?
.
W: Well, we have a system called the housing lottery,
which randomly assigns dormitory rooms to
students. You have to show up next Monday at
six p.m. at this building for the lottery drawing.
M: I know, I went through it last year, and it was
hectic. I'm not too fond of the system.
W: I'm afraid that's all we have for the moment.
M: Well, I'd actually rather not deal with the hassle
of on-campus housing.'
W: Have you considered off-campus housing?
M: I have, but it seems to be quite a hassle as well.
W: Actually, it's not that bad.
M: Really? I've always thought that it would require
special permission.
W: You do have to obtain permission, but anyone
can get it. And it doesn't take too long to apply
for it or to receive it.
M: OK, so how does it work?
W: You can get it right here, right now. Just fill out
a "permission-to-relocate" form and I can guide
you through it, or if you're in a rush, you can
take it with you and fill it out later. Just make
sure to bring it in by next Friday, by five p.m.
That's the deadline.
M: Actually, I'm in no hurry.
W: OK, then. First of all, you're not a freshman right
now, are you?
M: No, I'm going to be a junior.
W: Oh, that's right; you mentioned that you had
already gone through the lottery process. So
you can apply. Here's the app.
M: Thanks.
W: It'll take about three weeks before we let you
know if you've been approved or not.

,,