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...

FEMALE PROFESSOR：

OK.

MALE STUDENT：

[looking for confirmation]Well, as you read in my paper, my grandmother performs classical music.

FEMALE PROFESSOR：

Yes.

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.

FEMALE PROFESSOR：

[following]OK...

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...

FEMALE PROFESSOR：

Right.

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.

MALE STUDENT：

Ouch.

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.