| Hi Liz. How do you feel about starting university here? |
| A little bit nervous, but I'm confident I can handle it. |
| This orientation program seems like it will help us a lot. |
| Sure. I'm looking at the timetable here myself. |
| It seems that there are choices available. |
| I can see. |
| So, what are you going to do Monday afternoon? |
| In the morning we all have the opening lecture, |
| but it looks like we have a choice later that day, as you said. |
| Well, the 'Careers Lecture' might be helpful, |
| but I am interested in the 'Uni Tour'. |
| It's probably too early to be thinking of careers now, anyway, |
| and I want to know what's what at this new university, so I'm doing the tour. |
| Alright. I'll come along with you. |
| Might learn something interesting. |
| After all, we haven't seen much of this place yet, |
| and we will be spending four years here. |
| Tuesday is another full day, too. |
| In the afternoon there's a lecture about study skills, |
| but that morning offers another choice. |
| 'Library Tour' or 'Student Union Induction'. |
| What do you think? |
| I think the student union is very important, |
| but we can go there any time, right, |
| so we should take advantage of the library tour while it's being offered. |
| Maybe the week after, you and I can go to the student union. |
| Library it is, then. |
| Now, Wednesday has a free session in the morning, |
| but after lunch there's a choice between visiting the computer lab, |
| or attending a lecture on our legal rights. |
| Well, law and rights are important, |
| but computers are the basis of everything these days, |
| so I'm going to the computer lab. |
| Don't you think knowing our legal rights is equally, if not more, important? |
| We live in a very litigious and complex society now. |
| Sure, but it's something we can pick up later, |
| so let's leave that one out. |
| Okay. |
| Let me see the timetable. |
| Thursday is a free day, and the week winds up with some celebrations on Friday afternoon. |
| It looks like a fun choice, too. |
| There's either a BBQ on the main lawn, or the dance. |
| I never pass up the chance to eat something. What about you? |
| If I can get a free meal, I'll take it any day, |
| and I'm not good at dancing anyway. |
| Well, that's that decided. Right? |
| Right! |
| Guess what Liz? |
| There's another interesting thing in this orientation booklet, |
| and it looks important - about a 'style guide'. |
| What's that? |
| Take a look yourself. |
| It seems to be a set of rules regarding how to present written work - |
| essays, and that sort of thing - to the lecturers. |
| They want a uniform style of presentation. |
| I can see. So, everything we hand in must have a header and a footer. |
| A what? |
| A header and a footer. |
| The footer is at the bottom of the page, and the header is at the very top. |
| That's why they call it a 'header', you know, |
| that little bit of writing giving details about the work. |
| And they also want the word count. |
| Why do they need that? |
| I guess because the lecturers will specify the number of words they want for their assignment, |
| and they want to be sure students follow this. |
| And even the heading on the page has to be a specific dimension. |
| 16 points, and bold print, and underlined. |
| And subheadings are 14 points, and the font has to be Arial for everything. |
| Yes, the main text is Arial, too, as you said, and the size is 12 points, |
| with the header and footer being slightly smaller, at 10 points each. |
| Well, it seems logical. |
| The size of everything is in proportion to its importance, |
| but why do they need the spacing of the main text to be one and a half? |
| The header and footer are different. |
| They're only single-spaced. |
| Probably to allow the teacher to insert comments, or corrections, |
| or just to make it all more readable, I suppose. |
| And we need wide margins on the left, right, top, and bottom, |
| probably for the same reason. |
| Lots of space to allow the addition of comments. |
| That's a bit scary, actually. |
| It seems to assume we will be making mistakes. |
| And look what they want in the header and footer. |
| The header has the name of the work. |
| Not the name of the teacher? |
| No, the work, but surely the teacher's name must go somewhere. |
| Ah, here it is. It goes in the footer. |
| Okay, I'd say this is all logical. |
| If a page is lost, say, falls to the floor, |
| then with all this information, it can always be traced back to the teacher involved. |
| Right - as you say, all very logical. |