Below is an excerpt from a Statistics Office Hours taken from MICASE2. A Stats professor has been explaining how to do a problem to one student, and now she is trying to encourage the student to keep trying. In this section, she is able to keep the student attentive and responding to her ideas through her voice - including pausing, and very disctinctive patterns of intonation, including a lot of rising intonation. Listen to the passage below, and note in the spaces in parenthesis whether the professor's pausing is rising ( ⤴ ) or falling ( ⤵ ), We will listen to the passage once through (Track 1) and then listen to the lines separately so that they are easier to mark (Tracks 2 - 9)
If you need to, please review the intonation rules for rising and falling intonation.
| (01) | Student: | Oh, that's so long. |
| (02) | Instructor: | Yeah, it is long, but you have a cal...<calculator>. Is this yours? |
| (03) | Student: | Um, yeah. |
| (04) | Instructor: | You have the ability to do it right in there. |
| (05) | Student: | I know. |
| (06) | Instructor: | Yeah. Okay? |
| (07) | Student: | Okay. |
| (08) | Instructor: | And if you can, you know all it means is entering these differences in a list. |
| (09) | Student: | Okay. |
| (10) | Instructor: | ...and doing your one variable summary measures. |
| (11) | Student: | Okay. |
| (12) | Instructor: | Okay? |
| (13) | Student: | Mhm. |
| (14) | Instructor: | And get it that way. |
| (15) | Student: | Okay. |
| (16) | Instructor: | And, in general, that number is easy to be calculated, or it will be so easy that the differences will come very nicely. |