A. To discuss his impressions of a recent piano concert
B. To ask how to revise a paper he is writing
C. To get approval to write a paper about his grandmother's life
D. To find out why he received a poor grade on a paper he wrote
NARRATOR:Listen to part of a conversation between a student and his music history professor.
MALE STUDENT:So, I-I was wondering what I could do to improve my paper before the final draft is due.
FEMALE PROFESSOR:Well, Michael, I-I have no problem with your writing style; it's graceful and clear... um, and it's interesting that you're writing about your grandmother's piano concert.
MALE STUDENT:[gently enthusiastic]Yeah, when you said we had to attend a concert and write about it, I immediately thought of her.I've been to lots of her concerts, so I'm really familiar with her music.
FEMALE PROFESSOR:[not critical]That's not necessarily an advantage; familiarity sometimes makes it hard to see things objectively.
MALE STUDENT:So I shouldn't write about my grandmother?
FEMALE PROFESSOR:No, no-no, I'm just talking in general.But, as I mentioned in my comments, I'd like you to place your grandmother's concert in-in-in a broader context.
MALE STUDENT:Yeah, I-I saw that, but I wasn't sure what you meant; I mean, I mentioned my grandmother's childhood, how much her parents loved music, how she played piano at all our family gatherings...
FEMALE PROFESSOR:OK, I see what happened now. By "broader context," I mean how the concert relates to some period in music history.
MALE STUDENT:I see. [light bulb goes on]OK, Um, I have an idea...
MALE STUDENT:[looking for confirmation]Well, as you read in my paper, my grandmother performs classical music.
MALE STUDENT:That's her true love.But for most of her career, she performed jazz; she originally studied to be a classical pianist, but jazz was in its heyday back then, and when she got out of the conservatory, she was invited to join a jazz orchestra, and the opportunity was just too good to turn down.
FEMALE PROFESSOR:Really? Well that's fascinating, because she probably had to reinvent her whole musical style.
MALE STUDENT:She did. But jazz was where the money was at that time. At least for her.
FEMALE PROFESSOR:But she eventually went back to classical.
MALE STUDENT:Right-but only recently.
MALE STUDENT:So if I can show how her choices relate to what was happening in the world of music at the time...
FEMALE PROFESSOR:[pleased] I think that might work very nicely.
MALE STUDENT:[thinking out loud]And if I do that, I guess I'll have to like, interview her...
MALE STUDENT:And I guess that'd mean... [I’ll have to rewrite most of my paper]
FEMALE PROFESSOR:... you'll have to rewrite most of your paper.
FEMALE PROFESSOR:[sympathetic]Yeah... Would an extra week ease the pain?
MALE STUDENT:[relieved laugh]Definitely.
FEMALE PROFESSOR:OK. [shifting gears]So, are there other musicians in your family?
MALE STUDENT:Yeah, my mother plays piano, too. Not as well as my grandmother, but...
FEMALE PROFESSOR:An-and you?
MALE STUDENT:I-I don't play any instruments, but I sing in the university choir. In fact, we're performing next week, and I have a solo...
FEMALE PROFESSOR:That's great! Could I tell the class about your concert?
MALE STUDENT:Um, sure. But about my paper-uh, what questions should I be asking my grandmother?
FEMALE PROFESSOR:You know what? I have a meeting now. Why don't you come to class a few minutes early tomorrow?
MALE STUDENT:Will do.
原文定位：Student: So, I was wondering what I could do to improve my paper before the final draft is due.
Professor: Well, Michael, I have no problem with your writing style. It’s graceful and clear. Eh, and it’s interesting that you are writing about your grandmother’s piano concert.
文章前面一开始学生就说到improve paper, 然后分别详细讲解了broader context 以及interview