Chapter 34

Speaking Task Type 6: A

Speaking questions test your ability to comprehend and respond orally to written or spoken material.
You will have to speak your response aloud. There are six different speaking tasks. Speaking Task Type 6,
Academic Course (Summary), is an “integrated” task. You will listen to a short lecture about an
academic topic. The lecture will include specific examples. You will be asked to summarize the topic
under discussion, using the same examples given in the lecture. You will not be able to replay any part
of the lecture.
Speaking questions test your ability to understand spoken and written information and to summarize and
express opinions about that information. They also test your ability to respond orally to specific questions,
including your grammar, your vocabulary, and the logical organization of your ideas.
How should you use this chapter? Here are some recommendations, according to the level you’ve reached in
TOEFL Speaking:
0. Everyone! Hold yourself to the time limits whenever practicing Speaking tasks. Tape your response
and listen to it afterward to analyze your performance. You can use any app on your computer or
phone to tape yourself. If you don’t know of a good app already, try www.vocaroo.com.
1. Fundamentals. Start with a type that is a “medium weakness”—not your worst Speaking question
type but not your best either. Try one question and then check the sample answer. Think carefully
about the principles at work. If you think you can do a better job, redo the question. Articulate what
you want to do differently the next time you do this type of task.
2. Fixes. Do one Speaking task, examine the results, learn your lessons, then try a different type of
Speaking task. Be sure to keep to the time limits. When you’re ready, graduate to doing a set of six
different Speaking tasks all in a row.
3. Tweaks. Confirm your mastery by doing a set of six different Speaking tasks all in a row under
timed conditions.
Good luck on Speaking!

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 Chapter 34 Speaking Task Type 6: A

34.1

You will now listen to part of a lecture. You will then be asked a question about it. After you
hear the question, give yourself 20 seconds to prepare your response. Then record yourself
speaking for 60 seconds.

  Listen to Track 428.

Using the example of search engines, explain when the legal concept of fair use does and
does not apply.

Preparation Time: 20 seconds

Response Time: 60 seconds

34.2

You will now listen to part of a lecture. You will then be asked a question about it. After you
hear the question, give yourself 20 seconds to prepare your response. Then record yourself
speaking for 60 seconds.
34   Listen to Track 429.

Using the examples mentioned by the lecturer, explain the difference between habituation
and sensitization.

Preparation Time: 20 seconds

Response Time: 60 seconds

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 Speaking Task Type 6: A Chapter 34

34.3

You will now listen to part of a lecture. You will then be asked a question about it. After you
hear the question, give yourself 20 seconds to prepare your response. Then record yourself
speaking for 60 seconds.

  Listen to Track 430.

Using the examples and information from the talk, explain the three factors that increase
the likelihood of success in goal commitment.

Preparation Time: 20 seconds

Response Time: 60 seconds

34.4

You will now listen to part of a lecture. You will then be asked a question about it. After you
hear the question, give yourself 20 seconds to prepare your response. Then record yourself
speaking for 60 seconds.

  Listen to Track 431. 34

Using the examples from the lecture, describe the two ways in which mirroring helps with
communication.

Preparation Time: 20 seconds

Response Time: 60 seconds

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 Chapter 34 Speaking Task Type 6: A

34.5

You will now listen to part of a lecture. You will then be asked a question about it. After you
hear the question, give yourself 20 seconds to prepare your response. Then record yourself
speaking for 60 seconds.

  Listen to Track 432.

Using the examples and information from the talk, explain how event-driven marketing
works.

Preparation Time: 20 seconds

Response Time: 60 seconds

34.6

You will now listen to part of a lecture. You will then be asked a question about it. After you
hear the question, give yourself 20 seconds to prepare your response. Then record yourself
speaking for 60 seconds.
34   Listen to Track 433.

Using points from the talk, explain how learning to play an instrument can impact a
child’s development.

Preparation Time: 20 seconds

Response Time: 60 seconds

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 Speaking Task Type 6: A Chapter 34

34.7

You will now listen to part of a lecture. You will then be asked a question about it. After you
hear the question, give yourself 20 seconds to prepare your response. Then record yourself
speaking for 60 seconds.

  Listen to Track 434.

Using the information and examples given in the lecture, explain price inflation and
monetary inflation.

Preparation Time: 20 seconds

Response Time: 60 seconds

34.8

You will now listen to part of a lecture. You will then be asked a question about it. After you
hear the question, give yourself 20 seconds to prepare your response. Then record yourself
speaking for 60 seconds.

  Listen to Track 435. 34

Using points and examples from the talk, explain how the invention of the bicycle
contributed to the early women’s rights movement in the United States.

Preparation Time: 20 seconds

Response Time: 60 seconds

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 Chapter 34 Speaking Task Type 6: A

Answers and Explanations—34.1

Legal Fair Use—Track 428
Narrator: Listen to part of a lecture in a business law class.
Professor: Owners of copyrighted material have an interest in making sure that their work is not
reproduced improperly. After all, this is how most of them make a living. There is a way around copyright
protection, however, that is limited in scope but important. It is based on the legal concept of fair use. So
today, we are going to talk about fair use, when it applies, and when it doesn’t.
The idea behind fair use is that sometimes, the public has an interest in copyrighted material being more
widely available. That interest sometimes outweighs the interests of the copyright holder. Let’s say you own
copyrighted content that is published on the internet. It’s okay for people to read that material, but it’s not
okay for people to repurpose it—reuse it in some way. But what about search engines? They have to be able
to read and copy pieces of your material in order to show it to other people. Isn’t that more important than
your private interests in not having it copied? And in most cases, you want more people to come to your
web site. So search engines usually are exempt from copyright infringement, since their copying content
from your site is a fair use of that content. Other examples where fair use often applies… news reporting,
commentary, critic reviews, citation. Citation means when content is used as input for another publication,
often for academic research, but the copyrighted material has to be cited in that publication.
Now, obviously, fair use has its limits. There are a series of “balancing tests” to determine whether reused
content falls under fair use protection. Say, for example, that the search engine company was repackaging
your content and reselling it in some way, rather than just making your content available for others to find.
34 It’s not okay for them to sell your content without your permission. That would almost certainly violate fair
use tests.
Narrator: Using the example of search engines, explain when the legal concept of fair use does and does
not apply.

Sample Spoken Response—Track 436

In talking about fair use I’m going to use the example of search engines… and… say you are searching for,
uh, a newspaper article about, um, a sports team. And fair use would be if the search engine showed the
results, uh, many results on a page and maybe just the first, uh, two lines, maybe the… the author’s byline,
and then you could select one result and then it takes you to the actual, uh, publication, that website. You
would have the source material. Uh, an example where it wouldn’t be fair use, however, is if the search
engine, uh, actually took all of the text of the article and put it on their own website. And then maybe they
would also sell advertisements around the article as if it was actually, say, um, uh, a publication that it…
it owned.

Comments
The student summarizes the lecture accurately, providing a clear contrast between the example
of fair use and the example of non-fair use. She could improve her response by training herself to
pause briefly, rather than say “um,” when she needs to gather her thoughts.

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 Speaking Task Type 6: A Chapter 34

Answers and Explanations—34.2

Habituation and Sensitization—Track 429
Narrator: Listen to part of a lecture in an education class.
Professor: Habituation and sensitization. They’re both types of learning, but they lead to almost exactly
opposite reactions. And everybody… adults, babies, animals, all sorts of organisms… will exhibit both of
them, depending on the situation.
For habituation, think about the idea of “alarm fatigue.” This is actually a major concern in some
environments… for example, in modern hospitals. There are all kinds of alarms going off all over the place, all
of the time… hospitals aren’t quiet places. And people who work in hospitals will usually become habituated
to hearing the alarms. They get used to it. And after a while, they don’t have the same kind of response
anymore. So if a nurse has just started working, when she hears an alarm that signals a major problem, her
brain will respond to it with a rush of adrenaline. But after she’s heard the same alarm a thousand times, it
doesn’t matter how important it is, her brain just won’t respond as strongly to it anymore. Hospital workers
sometimes report that they don’t even hear the alarms anymore, which can be a major cause of medical errors.
Sensitization is essentially the exact opposite. It’s the phenomenon in which, in some situations, the more
you’re exposed to an external stimulus, the stronger of a reaction you have to it. This is something I’ve
actually experienced myself. At one point, I got a new alarm clock. After I’d been using it for a couple of
months, I happened to hear a similar alarm go off in a movie I was watching. And suddenly, I shot upright
and my heart started racing. Without my realizing it, my brain had become sensitized to that sound. Any
different alarm clock sound, and I wouldn’t have had that same reaction, but since it was my alarm sound,
it really shocked me. 34
Narrator: Using the examples mentioned by the lecturer, explain the difference between habituation and
sensitization.

Sample Spoken Response—Track 437

Habituation and sensization… uh, the difference is whether you become used to something and don’t react
to it or you… start to get used to how important something is and you react more strongly to it. So, for
habituation, for example, nurses hear alarms going off because… a machine detects some kind of problem
with a patient… and at first the nurses pay attention and react immediately. But after a while, uh, they get
used to hearing constant alarms at the hospital and they… they stop reacting as strongly. Uh, sensization, on
the other hand, uh, your alarm clock goes off every morning suddenly and wakes you. If you hear a similar
sound in some other context… and it immediately alerts you, makes you think, “Wake up!” Or maybe a new
nurse hears a car alarm… and it sounds like a certain machine and she thinks, “Oh, no, somebody is dying!”

Comments
The student nicely summarizes the examples given in the argument, and his response is strong
overall. The student does mispronounce the word “sensitization.” But this is a very minor error.
Note that in this case, the term is written in the question text, so the student could have read it
from there. If the lecture uses a term you have not heard before, check the question text to see
whether it is written there. This will save you stress and effort. If the term is not written down, just
do your best and keep going. Mispronouncing a technical term such as “sensitization” is not an
error to worry about.

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 Chapter 34 Speaking Task Type 6: A

Answers and Explanations—34.3

Goal Commitment—Track 430
Narrator: Listen to part of a lecture in a sociology class.
Professor: Today we are going to talk about achieving goals. Why do some people achieve their goals,
while others fail? What drives us to complete the goals we have set? In other words, what factors contribute
to success or failure in achieving goals? One important factor is… you have to be motivated to achieve the
goal, to make it happen. In other words, you need what is called “goal commitment.”
Here’s how the element of goal commitment works. For goal commitment, you need the people involved in
a task to be formally committed to achieving the established goals. There are three key factors in
determining the likelihood that goals will be achieved. First is something called “self-efficacy”—a fancy
term for the idea that people involved in the goal have to believe that they’re able to achieve it. If Tom
doesn’t believe he’s capable of getting an A in this class, then getting Tom to agree to try to get an A isn’t
likely going to work. 
Second… is “external commitment”—in other words, you want the people involved in achieving the goals
to formally tell others… commit to others that they will do so. It’s much easier to let goals slide if you
haven’t expressed them to anyone else! Third, you need what I’d call “goal belief”… the belief in the
importance of achieving the established goals, and the outcomes they will produce. Think of a soccer team
trying to win because their coach is about to retire; they want her to win her very last game. So they may
believe more in their goal than the other team and that can give them an edge in winning this game. S–so
again, goal commitment consists of self-efficacy, external commitment, and goal belief. If you have these
34 three things, you’ve greatly improved the odds that the goals will be achieved.
Narrator: Using the examples and information from the talk, explain the three factors that increase the
likelihood of success in goal commitment.

Sample Spoken Response—Track 438

The lecture was about, uh, the three goals of success in commitments. And the first one was, uh, an
internal one—is the idea that you think the goal actually can happen, or that it can, uh—that it’s possible,
achievable. You believe you can achieve this goal, for example, get an A in this class. The second one, uh,
was more externally focused… you told some people about your goal, uh, you’ve made a commitment to
other people that you are going to accomplish this goal. So you have more investment in success because
you… don’t want these people to know you failed. And, uh, the last one was, um, that you… that you
think that… that it’s important… the goal is actually worth achieving. Your coach is going to retire, so it’s
very important to win the final game for her.

Comments
The student correctly summarizes the three factors discussed in the lecture. He does not remember
the names of all three factors, but that is okay. He struggles a little bit to remember the third factor.
It’s important to take notes as you listen to the lecture. The professor said that there are three key
factors, so you might write down “1… 2… 3… ” on your scrap paper to help you remember to note
all three factors.

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 Speaking Task Type 6: A Chapter 34

Answers and Explanations—34.4

Mirroring—Track 431
Narrator: Listen to part of a lecture in a psychology class.
Professor: When you’re communicating with somebody, you’ll sometimes catch yourself doing
something called “mirroring.” What it looks like is, you’ll start copying their behaviors without realizing it.
One common example is when someone grows up with a strong accent, say a Southern accent. Then they
go away to Chicago for college, and they sort of lose their accent a bit. But when they go home, as soon as
they start talking to their old friends, the accent comes right back. Or, you might copy somebody’s gestures
or their facial expressions. One really simple example is smiling. If somebody smiles at you, you’re likely to
smile back without thinking about it.
The existence of mirroring helps people communicate with each other. First, if you behave similarly to the
person you’re talking to, they’ll start to feel subconsciously as if you’re similar to them. Take the example of
the college student with the Southern accent. When somebody else who has a Southern accent speaks with
them, mirroring will cause that person to perceive them as more similar to themselves. That similarity can
help communication.
The other way in which mirroring helps communication is more complex. It actually helps you feel empathy.
Mirroring behavior is related to mirror neurons in the brain. When you smile, certain neurons in your brain
will fire. But some of the same neurons—these ones are called mirror neurons—will also fire when you just
watch somebody smile. When this happens, you’re literally getting “into the other person’s head.” When you
see somebody smiling, your brain actually, to a certain degree, experiences the same thing that they’re
experiencing. It’s almost like you’re copying their brain state, not just copying their facial expression. 34
Understandably, this promotes empathy with other people. If you’re actually feeling what somebody else is
feeling, it’s easier to understand their point of view and come to an agreement.
Narrator: Using the examples from the lecture, describe the two ways in which mirroring helps with
communication.

Sample Spoken Response—Track 439

Mirroring is something humans do, uh, where they essentially, you know, unconsciously will copy each
other. Um, one example of this, is, someone who grew up in an area with a certain accent. Um, if they
move to Chicago, um, they might start to lose that accent, because they end up mirroring, you know, the
way that people talk in that area. But similarly, if they go back home and they’re connecting with friends,
that… that accent may come right back. Um, one way in which mirroring helps with the communication
is via si… similarity. Um, when you mirror someone, uh, they are perceived… or you perceive them to be
more similar to you, um, and that can help with communication. Another way it helps is that it actually
stimulates empathy in the brain, um, which, you know, can help you… communication because it’s…
literally like you’re getting inside someone else’s head.

Comments
The student summarizes the two examples very well. She also uses educated vocabulary in a
natural, accurate way (“essentially,” “perceive,” “stimulates”). She might be able to improve her
response if she trains herself not to say “you know” in the middle of a statement.

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 Chapter 34 Speaking Task Type 6: A

Answers and Explanations—34.5

Event-Driven Marketing—Track 432
Narrator: Listen to part of a lecture in a marketing class.
Professor: Marketers use a series of strategies to try to convince people that they want or need a product.
This practice has been going on for centuries, in various forms, but nowadays, we have much more data—
information, really—that’s available about consumers. What they want, how much income they have, what
kind of car they drive, and so on. And this has given rise to a new type of strategy called “event-driven
marketing.” Event-driven marketing uses information about what’s happening in each customer’s life at
any moment.
Event-driven marketing has some similarities with other marketing strategies—like direct marketing, in
which the marketers contact the consumer directly, often through mail or telephone. In direct marketing,
the focus is on collecting data about the customer and using that data to target specific groups of
consumers, or to tailor an advertising campaign. But event-driven marketing goes one step further. It looks
at certain events in one customer’s life—like, uh, getting married, or switching jobs, or even having a
birthday—that trigger a new set of needs. Companies can capitalize on this by targeting the right people at
the right time, and advertising the products they may want.
So how does event-driven marketing work? Well, marketers, uh… marketers collect huge amounts of
information on all of us—whether we are aware of it or not. In event-driven marketing, a series of “events”
are defined for a consumer that, when triggered, result in a, ah, “call to action” for the marketer. Basically,
the marketer needs to communicate with the prospective customer in a timely fashion—usually 1 or 2
34 days, depending on the event—or risk losing the customer. So say, for example, the marketer knows you
have a car lease that expires in three weeks. The marketer will then try to, um, contact you with attractive
new lease options on a replacement vehicle. But the timing, delivery, and content of that communication
will depend on a series of factors. If, uh, … if any of those are handled wrong, event-driven marketing can
really fail to live up to its potential.
Narrator: Using the examples and information from the talk, explain how event-driven marketing works.

Sample Spoken Response—Track 440

Event-driven marketing is a form of marketing that responds to unique events in customer lives, such as
getting married, going to college, um, or, you know, adopting a pet, you know… those types of things.
Um, and, uh, marketers respond in a timely fashion, y… uh… to those events in customer lives, uh, to
deliver the right marketing to them at the right time. Um, marketers are able to do this because they know
so much about their customers now, uh, they’re able to move b–beyond, you know, normal marketing
methods to, uh, target customers based on specific events. Um, but it is important that these messages are
timely because they are event-based. So, for example, if someone’s lease on their car is about to end, if a
marketer wants to serve a message based on that, you know, they need to do it within…

Comments
The student accurately explains how event-driven marketing works. She does run out of time
during her last sentence. She could improve her response a little bit by having a more accurate
sense of how much she can say in 60 seconds. But you can run out of time and still earn a
good score.

10

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 Speaking Task Type 6: A Chapter 34

Answers and Explanations—34.6

Playing an Instrument—Track 433
Narrator: Listen to part of a lecture in an education class.
Professor: Your parents will tell you… learning to play an instrument is important. From a child
development perspective, that’s actually very true. There are a number of reasons that getting children to
play an instrument is good for the children, and it’s good for educators.
First, think about fine motor skills. A child who’s playing an instrument… is practicing the same kind of
fine motor control that they’ll need in the classroom. You don’t want to underestimate how important it is
for children to learn motor skills, not just cognitive skills. That’s something that educators sometimes don’t
think about enough in the classroom. But music is a great way to develop them. They’re also learning other
practical skills—like personal responsibility, if they have to take care of their instrument or if they have to
go to lessons every week when they don’t want to.
Also, music can, to put it bluntly, make kids smarter. It can make them faster learners. There have been
studies showing that playing an instrument causes growth in children’s brains. There are a lot of different
ways in which this happens, but one example is in something called “executive reasoning.” This refers to a
group of very high-level skills, things that don’t come easily for most children. Skills like making decisions
quickly, figuring out what’s important and what isn’t, paying attention to the right things and avoiding
distractions. You’ve been in an elementary school classroom—you don’t have to be a teacher yourself to
realize that this is a hard, hard thing to teach. But children who learn to play a musical instrument, they’re
stronger in these areas. And that makes them better learners in other areas, too, since they’re thinking
harder and they’re paying more attention. 34
Narrator: Using points from the talk, explain how learning to play an instrument can impact a child’s
development.

Sample Spoken Response—Track 441

Some feel that having a child learn to play an instrument has many benefits for their development. Uh, one
of these reasons would be it teaches them a certain level of discipline. Uh, for instance, sticking to their
practice of learning an instrument. Another benefit would be motor skills. They can develop the fine motor
skills needed to play or tune an instrument, which are important in a classroom, especially for young
children, um… that activity. And on a higher level, some researchers feel that this, um, developing of
musical skills grows children’s brain and helps them see the bigger picture, helps them focus on minor
details… all things that are actually very important in classroom settings where children are often
distracted. So it has many great benefits.

Comments
The student discusses several of the examples mentioned in the lecture. He doesn’t specifically
mention the term “executive reasoning,” but you don’t have to repeat every major detail from the
lecture. As long as you use the full 60 seconds to discuss relevant examples, you can earn a good
score.

11

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 Chapter 34 Speaking Task Type 6: A

Answers and Explanations—34.7

Inflation—Track 434
Narrator: Listen to part of a lecture in an economics class.
Professor: Alright—let’s talk about inflation. Now, we are all familiar with the example where we walk
into a store to buy something, only to find out that the price has increased. Or, think about bills you might
pay—every so often, the prices go up a bit. This is the most commonly understood definition of inflation—
specifically, it’s called price inflation. Price inflation occurs when the prices of products and services
increase over time. This means it takes more money today to buy the same set of goods and services we
could buy, say, a year ago.
There is a second form of inflation, and it’s not as obvious. It’s called “monetary inflation.” One way this
can happen—did you know this?—the government can always print more money and release it into the
economy. The government just increases the amount of money available to people. Monetary inflation
occurs whenever the amount of money in an economy—called the money supply—increases. But why
would the government do this? If everyone suddenly had more money, wouldn’t that just cause prices to
increase?
The answer is, monetary inflation is not that straightforward. It’s not like, say, you double the amount of
money and that results immediately in the doubling of prices. Actually, what can happen, in the short
term—before prices go up—is that the extra money stimulates people to buy more, which stimulates
economic growth. This is very valuable in a severe recession. It’s complicated—there are other reasons,
besides the government printing more money, that the size of the money supply can increase—but
34 regardless, anything that causes the money supply to increase is monetary inflation.
Note that, eventually, monetary inflation will always lead to an increase in prices. So in that respect,
monetary inflation is the primary cause of the price inflation we are all familiar with. But it can take time
before monetary inflation leads to price inflation.
Narrator: Using the information and examples given in the lecture, explain price inflation and monetary
inflation.

Sample Spoken Response—Track 442

Price inflation is the phenomenon or just the… the general trend that prices for things generally increase
over time. So you can see that pretty often… uh, when you go to the store and, uh, the price of an item you
used to buy, if you’ve been buying for five years, has slowly gone up over… over time. Or maybe the cost of
your rent is increased, um, every year. Monetary inflation is when the government prints more money so
that there’s more money available, and, they, uh… these kind of have a… there’s like a dance that goes on
between these two. The government will print more money, which will, in the long term increase price
inflation. Uh, it doesn’t happen right away. At first, the new money seems to stimulate the economy, but,
um, in the end, maybe that’s helpful during a recession but that will eventually cause price…

Comments
This is a very challenging lecture. The student does a good job of explaining the two types of
­inflation. He even develops his own analogy: The relationship between the two types is “like a
dance.” He does run out of time at the end of his response. As long as he has clearly answered the
question, though, running out of time will not hurt his score much.

12

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Answers and Explanations—34.8

Bicycles and Women’s Rights—Track 435
Narrator: Listen to part of a lecture in a women’s studies class.
Professor: There’s a relationship between new technology and new social movements. A new technology
is developed, and unexpectedly, it changes how people relate to each other. In the nineteenth century, the
women’s rights movement in the United States was just starting. At the same time, the bicycle was invented.
At first, it was pretty much only men who rode. Actually, it was almost impossible for women to ride the
earliest bicycles because you couldn’t ride if you were wearing a dress. Especially because women’s clothing
at the time, it was heavy, it was cumbersome, it was uncomfortable.
But dress style, that actually ended up being a turning point. Women who wanted to ride bicycles, wanted
to ride wearing comfortable clothing. This idea of athletic clothing for women… well, in the modern day,
this is a huge market. But in the nineteenth century, the idea of sports clothing for women… it was
unheard of. Cycling was what started it. Female cyclists started having a public conversation, with their
friends and families, in the media. All about how impractical their clothing was. And more and more
women started to challenge the establishment and wear the clothing they wanted. If they wanted to ride
bikes—they had to become activists.
The other part of the equation was mobility. This was all happening at around the same time the car was
invented. What that means is, cars weren’t common at the time, most women wouldn’t have access to
them… if they did, it would be considered inappropriate for them to drive. Women, for the most part,
couldn’t travel very far without men’s approval. But a bicycle, it was inexpensive, it didn’t have to be shared
with your husband. A woman who owned a bicycle could travel on her own. And this mobility… played a 34
huge role in the development of women’s rights.
Narrator: Using points and examples from the talk, explain how the invention of the bicycle contributed
to the early women’s rights movement in the United States.

Sample Spoken Response—Track 443

The bicycle contributed to early women’s rights because, at first, women couldn’t even ride bicycles because
their clothing would get caught in the wheels. The clothes, they had to wear, dresses, they were long,
heavy… and eventually, women wanted to ride bikes, so they started wearing different clothing, and… and
protesting, and, and… well maybe not protesting, but just making choices so that they could ride bikes…
kind of going against convention for their clothing, is the important thing here. And that mobility allowed
them to be more free. So, uh, beforehand they… they kind of had to rely on their… their husband, um, to
drive the car… they didn’t have as much independence. But on bikes they could go wherever they wanted.
They could be in charge of their own movements. So this was part of women developing more rights and
more independence.

Comments
The student provides a clear summary of the events discussed in the lecture. At the end, he also
ties these events to the women’s rights movement. In the middle of his response, he goes a bit too
far: he says that the women started protesting. The professor didn’t actually say that. The student
corrected himself, though. If you realize that you said something that isn’t accurate, go ahead and
correct yourself.

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