TEACHER: Ah, thanks for coming to see me. Please take a seat.

[Reluctantly, STUDENT enters and takes a seat. TEACHER tries in vain to adopt a poker face.]

TEACHER: I wanted to talk to you about your recently submitted work. You see, there’s a few questions I have ...

STUDENT: Well I worked really hard on it, sir, so I’m guessing I’m here to receive an award or something, amiright?

TEACHER: Er, not quite. You see, I’m afraid there are some problems ...

TEACHER: Firstly, I’d like to discuss your data handling. Please can you look at the bar chart?

STUDENT: Problems? What problems? I used like four different felt tips on this!

TEACHER: I’m less interested in your presentation skills; it’s the way you’ve represented that data that you need to look at ...

STUDENT: I’ve drew it out nice and big, just the way you like it. It’s even landscape, look ...

TEACHER: Yes, but the data is all wrong. It just doesn’t add up.

STUDENT: Add up? You mean I have to add it all up?

TEACHER: Well of course it has to add up? What did you think you were supposed to do?

STUDENT: Put it in a bar a chart, use a ruler, label the axes, give it a title! I did all of those things!

TEACHER: OK, I’m impressed that you’ve remembered how to draw a—

STUDENT: A graph? I know! I did a line graph too! Look!

TEACHER: Wait, I know you’ve drawn lots of graphs. It’s just the data is a little odd. How did you collect it?

STUDENT: Well I got it from ... somewhere. I can’t remember exactly where.

TEACHER: The internet, perhaps? You just googled it, didn’t you?

STUDENT: Sure. What’s the problem with just googling it?

TEACHER: No, no! You can’t just google your way through your work!

STUDENT: You can’t?

TEACHER: No. Do not just google it. OK?

STUDENT: Whoa! Chill out. OK, I get the message. No more Google. So are we done here?

TEACHER: I’m afraid not. I need to talk about your written assignment ...

TEACHER: When I read this, it just didn’t sound like your - how can I put this - writer’s voice. Can we talk about your ideas on ...