[System] Act as an information elicitation agent for academic interviews.

[User] This time was not compre, not compo, was planned response. I tried to use the words from Scribo but then when the teacher gave me the feedback, she said some of the grammar was wrong.

[Assistant] Okay, planned response, that sounds- is it like

[User] Like oral.

[Assistant] Oh okay

[User] Yeah it’s no longer read from the paper, you have to write the response and then you say to the teacher within 2 minutes.

[Assistant]
Okay. Well obviously the CDAC program is not just about the Scribo, it’s all the other things that your teacher does with you guys as well, so maybe you help me understand what the cher does. The cher in CDAC, how is he same or different from the cher back in school?

Is there any difference in the way he teach? And which one is more helpful for you?


[System] Act as an information elicitation agent for academic interviews.

[User] Like oral.

[Assistant] Oh okay

[User] Yeah it’s no longer read from the paper, you have to write the response and then you say to the teacher within 2 minutes.

[Assistant]
Okay. Well obviously the CDAC program is not just about the Scribo, it’s all the other things that your teacher does with you guys as well, so maybe you help me understand what the cher does. The cher in CDAC, how is he same or different from the cher back in school?

Is there any difference in the way he teach? And which one is more helpful for you?

[User] Cher teach more fun.

[Assistant] Which cher? The CDAC cher. Okay, so he teach more fun. Can you describe to me when you say “more fun”?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah it’s no longer read from the paper, you have to write the response and then you say to the teacher within 2 minutes.

[Assistant]
Okay. Well obviously the CDAC program is not just about the Scribo, it’s all the other things that your teacher does with you guys as well, so maybe you help me understand what the cher does. The cher in CDAC, how is he same or different from the cher back in school?

Is there any difference in the way he teach? And which one is more helpful for you?

[User] Cher teach more fun.

[Assistant] Which cher? The CDAC cher. Okay, so he teach more fun. Can you describe to me when you say “more fun”?

[User]
Because my English cher from my school, the only thing she does is scold the class and then ask us to stand outside and stuff. When you are absent, because for me I was absent quite recently because of flu, I didn’t have the worksheet and she just asked me to stand outside.

And she just scolded me. At least I have the decency to take out something to do.

[Assistant] Oh dear. So when you say “more fun”, what does he do that was fun?


[System] Act as an information elicitation agent for academic interviews.

[User] Cher teach more fun.

[Assistant] Which cher? The CDAC cher. Okay, so he teach more fun. Can you describe to me when you say “more fun”?

[User]
Because my English cher from my school, the only thing she does is scold the class and then ask us to stand outside and stuff. When you are absent, because for me I was absent quite recently because of flu, I didn’t have the worksheet and she just asked me to stand outside.

And she just scolded me. At least I have the decency to take out something to do.

[Assistant] Oh dear. So when you say “more fun”, what does he do that was fun?

[User] No scold.

[Assistant] Okay he doesn’t scold, so that’s a positive. Anything else that he does which is not...you know?


[System] Act as an information elicitation agent for academic interviews.

[User]
Because my English cher from my school, the only thing she does is scold the class and then ask us to stand outside and stuff. When you are absent, because for me I was absent quite recently because of flu, I didn’t have the worksheet and she just asked me to stand outside.

And she just scolded me. At least I have the decency to take out something to do.

[Assistant] Oh dear. So when you say “more fun”, what does he do that was fun?

[User] No scold.

[Assistant] Okay he doesn’t scold, so that’s a positive. Anything else that he does which is not...you know?

[User] Play Kahoot. My English teacher don’t do that at all.

[Assistant] What about Raymond? Comparing cher here and comparing cher back in school?


[System] Act as an information elicitation agent for academic interviews.

[User] No scold.

[Assistant] Okay he doesn’t scold, so that’s a positive. Anything else that he does which is not...you know?

[User] Play Kahoot. My English teacher don’t do that at all.

[Assistant] What about Raymond? Comparing cher here and comparing cher back in school?

[User] I think similar but then this cher is more friendly and the school cher is a bit more strict. But both are friendly.

[Assistant] Okay, both are friendly but comparatively. What are the things that is helpful apart from friendly and not friendly? What does he do that is helpful for English?


[System] Act as an information elicitation agent for academic interviews.

[User] Play Kahoot. My English teacher don’t do that at all.

[Assistant] What about Raymond? Comparing cher here and comparing cher back in school?

[User] I think similar but then this cher is more friendly and the school cher is a bit more strict. But both are friendly.

[Assistant] Okay, both are friendly but comparatively. What are the things that is helpful apart from friendly and not friendly? What does he do that is helpful for English?

[User] He help me if I need help.

[Assistant] Okay thank you Raymond. What about Ricky, how? Comparing?


[System] Act as an information elicitation agent for academic interviews.

[User] I think similar but then this cher is more friendly and the school cher is a bit more strict. But both are friendly.

[Assistant] Okay, both are friendly but comparatively. What are the things that is helpful apart from friendly and not friendly? What does he do that is helpful for English?

[User] He help me if I need help.

[Assistant] Okay thank you Raymond. What about Ricky, how? Comparing?

[User] The CDAC slightly better since it uses technology to do stuff. Whereas the school use last year test paper- they take little bit by little bit from all the past year and put it into one together and teach us.

[Assistant] Okay, so is that helpful?


[System] Act as an information elicitation agent for academic interviews.

[User] He help me if I need help.

[Assistant] Okay thank you Raymond. What about Ricky, how? Comparing?

[User] The CDAC slightly better since it uses technology to do stuff. Whereas the school use last year test paper- they take little bit by little bit from all the past year and put it into one together and teach us.

[Assistant] Okay, so is that helpful?

[User] Okay lah. Because after a while you’ll get used to it and then it’s not that fun anymore. That’s why [here] more fun because get to do this AI and show suggestions.

[Assistant] So school is test after test. What is it that you enjoy about the AI? I thought just now you said it gives rubbish, why is the use of AI better than what is happening in school?


[System] Act as an information elicitation agent for academic interviews.

[User] The CDAC slightly better since it uses technology to do stuff. Whereas the school use last year test paper- they take little bit by little bit from all the past year and put it into one together and teach us.

[Assistant] Okay, so is that helpful?

[User] Okay lah. Because after a while you’ll get used to it and then it’s not that fun anymore. That’s why [here] more fun because get to do this AI and show suggestions.

[Assistant] So school is test after test. What is it that you enjoy about the AI? I thought just now you said it gives rubbish, why is the use of AI better than what is happening in school?

[User] It’s more fun.

[Assistant] It’s more fun, can describe to me more fun? I understand it’s making use of Kahoot, but how is it more fun? Just by the use of Scribo?


[System] Act as an information elicitation agent for academic interviews.

[User] Okay lah. Because after a while you’ll get used to it and then it’s not that fun anymore. That’s why [here] more fun because get to do this AI and show suggestions.

[Assistant] So school is test after test. What is it that you enjoy about the AI? I thought just now you said it gives rubbish, why is the use of AI better than what is happening in school?

[User] It’s more fun.

[Assistant] It’s more fun, can describe to me more fun? I understand it’s making use of Kahoot, but how is it more fun? Just by the use of Scribo?

[User]
Because we get to read the other people...compo writing. We get to leave comments.

Like peer review.

[Assistant] Ah okay, so you enjoy peer review?


[System] Act as an information elicitation agent for academic interviews.

[User] It’s more fun.

[Assistant] It’s more fun, can describe to me more fun? I understand it’s making use of Kahoot, but how is it more fun? Just by the use of Scribo?

[User]
Because we get to read the other people...compo writing. We get to leave comments.

Like peer review.

[Assistant] Ah okay, so you enjoy peer review?

[User]
It is very helpful.

Yeah because the cher here will give us a lot of pointers, like what to tell them. Like how to improve the whole thing.

[Assistant] Okay, so that’s a good point because sometimes when students are asked to give comments, they will say “what?” but here you’re actually given pointers as to what you should be saying


[System] Act as an information elicitation agent for academic interviews.

[User]
Because we get to read the other people...compo writing. We get to leave comments.

Like peer review.

[Assistant] Ah okay, so you enjoy peer review?

[User]
It is very helpful.

Yeah because the cher here will give us a lot of pointers, like what to tell them. Like how to improve the whole thing.

[Assistant] Okay, so that’s a good point because sometimes when students are asked to give comments, they will say “what?” but here you’re actually given pointers as to what you should be saying

[User] Yeah he give us a piece of paper, and then like “here are the 9 pointers, you can ask them ‘what you’re trying to do’”, ask them.

[Assistant] Okay, so I noticed you jumped in, that means you really benefited from the peer review?


[System] Act as an information elicitation agent for academic interviews.

[User]
It is very helpful.

Yeah because the cher here will give us a lot of pointers, like what to tell them. Like how to improve the whole thing.

[Assistant] Okay, so that’s a good point because sometimes when students are asked to give comments, they will say “what?” but here you’re actually given pointers as to what you should be saying

[User] Yeah he give us a piece of paper, and then like “here are the 9 pointers, you can ask them ‘what you’re trying to do’”, ask them.

[Assistant] Okay, so I noticed you jumped in, that means you really benefited from the peer review?

[User] Somewhat helpful.

[Assistant] Okay, helpful to somewhat helpful. So what was it helpful, in terms of content, in terms of grammar, in terms of what?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah he give us a piece of paper, and then like “here are the 9 pointers, you can ask them ‘what you’re trying to do’”, ask them.

[Assistant] Okay, so I noticed you jumped in, that means you really benefited from the peer review?

[User] Somewhat helpful.

[Assistant] Okay, helpful to somewhat helpful. So what was it helpful, in terms of content, in terms of grammar, in terms of what?

[User]
I think everything, because example like you read yours, [inaudible] essay, you do not know what to do so the teacher comes in and help you. So you do your own essay.

So a peer review is like asking a peer person to read the essay that you’ve written, and then there will be a question then asking yourself do you understand the essay that your friend written. So if they do not understand, you can just say that some part you don’t understand this and that,

Then you might say this is their spelling mistakes, grammar mistakes.

[Assistant] Okay, so you’re mentioning it as the person giving the feedback, and you find that helpful for yourself?


[System] Act as an information elicitation agent for academic interviews.

[User] Somewhat helpful.

[Assistant] Okay, helpful to somewhat helpful. So what was it helpful, in terms of content, in terms of grammar, in terms of what?

[User]
I think everything, because example like you read yours, [inaudible] essay, you do not know what to do so the teacher comes in and help you. So you do your own essay.

So a peer review is like asking a peer person to read the essay that you’ve written, and then there will be a question then asking yourself do you understand the essay that your friend written. So if they do not understand, you can just say that some part you don’t understand this and that,

Then you might say this is their spelling mistakes, grammar mistakes.

[Assistant] Okay, so you’re mentioning it as the person giving the feedback, and you find that helpful for yourself?

[User] Yeah helpful for yourself because he can understand what went wrong, so then you can improve from the mistakes that you’ve done.

[Assistant] Okay so by telling him his mistakes that helps you?


[System] Act as an information elicitation agent for academic interviews.

[User]
I think everything, because example like you read yours, [inaudible] essay, you do not know what to do so the teacher comes in and help you. So you do your own essay.

So a peer review is like asking a peer person to read the essay that you’ve written, and then there will be a question then asking yourself do you understand the essay that your friend written. So if they do not understand, you can just say that some part you don’t understand this and that,

Then you might say this is their spelling mistakes, grammar mistakes.

[Assistant] Okay, so you’re mentioning it as the person giving the feedback, and you find that helpful for yourself?

[User] Yeah helpful for yourself because he can understand what went wrong, so then you can improve from the mistakes that you’ve done.

[Assistant] Okay so by telling him his mistakes that helps you?

[User] No like him telling me.

[Assistant] Oh he telling you, so when he tells you. But teacher can also tell you what, Scribo can also tell you.


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah helpful for yourself because he can understand what went wrong, so then you can improve from the mistakes that you’ve done.

[Assistant] Okay so by telling him his mistakes that helps you?

[User] No like him telling me.

[Assistant] Oh he telling you, so when he tells you. But teacher can also tell you what, Scribo can also tell you.

[User]
I mean teachers and friends can give me peer reviews, but I find that a friend giving you review is slightly better.

Like it makes you want to remember your mistake.

It’s slightly better than the teacher giving you a review.

[Assistant] It’s not that I disagree with you, I’m trying to understand. So if your friend gives you that comment, you’re more likely to act on it than what the teacher tells you?


[System] Act as an information elicitation agent for academic interviews.

[User] No like him telling me.

[Assistant] Oh he telling you, so when he tells you. But teacher can also tell you what, Scribo can also tell you.

[User]
I mean teachers and friends can give me peer reviews, but I find that a friend giving you review is slightly better.

Like it makes you want to remember your mistake.

It’s slightly better than the teacher giving you a review.

[Assistant] It’s not that I disagree with you, I’m trying to understand. So if your friend gives you that comment, you’re more likely to act on it than what the teacher tells you?

[User] Depends.

[Assistant] Okay, but it’s just that generally y’all prefer if your friend is the one giving you feedback.


[System] Act as an information elicitation agent for academic interviews.

[User]
I mean teachers and friends can give me peer reviews, but I find that a friend giving you review is slightly better.

Like it makes you want to remember your mistake.

It’s slightly better than the teacher giving you a review.

[Assistant] It’s not that I disagree with you, I’m trying to understand. So if your friend gives you that comment, you’re more likely to act on it than what the teacher tells you?

[User] Depends.

[Assistant] Okay, but it’s just that generally y’all prefer if your friend is the one giving you feedback.

[User] Yeah because it’s like not a lot of pressure. If the teacher tell you “oh you can improve on this” you feel a lot of pressure.

[Assistant] Okay. So that’s exactly what I needed to understand. But if Scribo tells you that’s even less pressure right?


[System] Act as an information elicitation agent for academic interviews.

[User] Depends.

[Assistant] Okay, but it’s just that generally y’all prefer if your friend is the one giving you feedback.

[User] Yeah because it’s like not a lot of pressure. If the teacher tell you “oh you can improve on this” you feel a lot of pressure.

[Assistant] Okay. So that’s exactly what I needed to understand. But if Scribo tells you that’s even less pressure right?

[User] Yeah but sometimes Scribo gives the wrong suggestions.

[Assistant] Sure. Okay, so that is very helpful for me to understand. What else has the cher here done that was helpful apart from peer review? What about all those- I know that they give a lot of resources, watch videos, then they give y’all the helping words and all that?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah because it’s like not a lot of pressure. If the teacher tell you “oh you can improve on this” you feel a lot of pressure.

[Assistant] Okay. So that’s exactly what I needed to understand. But if Scribo tells you that’s even less pressure right?

[User] Yeah but sometimes Scribo gives the wrong suggestions.

[Assistant] Sure. Okay, so that is very helpful for me to understand. What else has the cher here done that was helpful apart from peer review? What about all those- I know that they give a lot of resources, watch videos, then they give y’all the helping words and all that?

[User] I don’t really use the helping words at Scribo.

[Assistant] So what about y’all, Raymond and the rest? The gentlemen? Do y’all use the resources that’s given? Helping words or whatever structure?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah but sometimes Scribo gives the wrong suggestions.

[Assistant] Sure. Okay, so that is very helpful for me to understand. What else has the cher here done that was helpful apart from peer review? What about all those- I know that they give a lot of resources, watch videos, then they give y’all the helping words and all that?

[User] I don’t really use the helping words at Scribo.

[Assistant] So what about y’all, Raymond and the rest? The gentlemen? Do y’all use the resources that’s given? Helping words or whatever structure?

[User]
Somewhat.

Yeah somewhat [inaudible]

[Assistant] I’m still trying to understand the somewhat. Somewhat meaning a little bit?


[System] Act as an information elicitation agent for academic interviews.

[User] I don’t really use the helping words at Scribo.

[Assistant] So what about y’all, Raymond and the rest? The gentlemen? Do y’all use the resources that’s given? Helping words or whatever structure?

[User]
Somewhat.

Yeah somewhat [inaudible]

[Assistant] I’m still trying to understand the somewhat. Somewhat meaning a little bit?

[User]
Yeah you use a little bit, then the rest you don’t want to use, or you just don’t feel like using it. Doesn’t fit into the essay-

Like not suitable in the content area.

[Assistant] Oh, so not suitable. So y’all got give feedback to your cher or not? That it is not suitable?


[System] Act as an information elicitation agent for academic interviews.

[User]
Somewhat.

Yeah somewhat [inaudible]

[Assistant] I’m still trying to understand the somewhat. Somewhat meaning a little bit?

[User]
Yeah you use a little bit, then the rest you don’t want to use, or you just don’t feel like using it. Doesn’t fit into the essay-

Like not suitable in the content area.

[Assistant] Oh, so not suitable. So y’all got give feedback to your cher or not? That it is not suitable?

[User]
Because we write different stuff.

Yeah, so we have different opinions for the [inaudible] so it could really affect it.

[Assistant] Okay, so y’all were writing an exposition right, on jobs?


[System] Act as an information elicitation agent for academic interviews.

[User]
Yeah you use a little bit, then the rest you don’t want to use, or you just don’t feel like using it. Doesn’t fit into the essay-

Like not suitable in the content area.

[Assistant] Oh, so not suitable. So y’all got give feedback to your cher or not? That it is not suitable?

[User]
Because we write different stuff.

Yeah, so we have different opinions for the [inaudible] so it could really affect it.

[Assistant] Okay, so y’all were writing an exposition right, on jobs?

[User] It was about your ball (?) What can your ball (?) do for climate change.

[Assistant] Okay so you all have your own point of view.


[System] Act as an information elicitation agent for academic interviews.

[User]
Because we write different stuff.

Yeah, so we have different opinions for the [inaudible] so it could really affect it.

[Assistant] Okay, so y’all were writing an exposition right, on jobs?

[User] It was about your ball (?) What can your ball (?) do for climate change.

[Assistant] Okay so you all have your own point of view.

[User] And then another one was about how would you set up a class climate change for the festival thing or something.

[Assistant] Ah okay, because that was about teens taking a stand right, something again about climate change. Wasn’t there one on jobs is it? No?


[System] Act as an information elicitation agent for academic interviews.

[User] It was about your ball (?) What can your ball (?) do for climate change.

[Assistant] Okay so you all have your own point of view.

[User] And then another one was about how would you set up a class climate change for the festival thing or something.

[Assistant] Ah okay, because that was about teens taking a stand right, something again about climate change. Wasn’t there one on jobs is it? No?

[User] I don’t remember.

[Assistant] Okay, because “Module 2: Jobs” it says here. So I thought-


[System] Act as an information elicitation agent for academic interviews.

[User] And then another one was about how would you set up a class climate change for the festival thing or something.

[Assistant] Ah okay, because that was about teens taking a stand right, something again about climate change. Wasn’t there one on jobs is it? No?

[User] I don’t remember.

[Assistant] Okay, because “Module 2: Jobs” it says here. So I thought-

[User] I don’t think we have covered Module 2

[Assistant] Okay. Y’all didn’t write a personal recount?


[System] Act as an information elicitation agent for academic interviews.

[User] I don’t remember.

[Assistant] Okay, because “Module 2: Jobs” it says here. So I thought-

[User] I don’t think we have covered Module 2

[Assistant] Okay. Y’all didn’t write a personal recount?

[User] No,

[Assistant] ...So it was all about the exposition, the climate change. So this is exposition writing, did y’all do exposition writing in school yet?


[System] Act as an information elicitation agent for academic interviews.

[User] I don’t think we have covered Module 2

[Assistant] Okay. Y’all didn’t write a personal recount?

[User] No,

[Assistant] ...So it was all about the exposition, the climate change. So this is exposition writing, did y’all do exposition writing in school yet?

[User] I don’t know what that is.

[Assistant] Okay so exposition is to talk about something, to elaborate on something.


[System] Act as an information elicitation agent for academic interviews.

[User] I don’t know what that is.

[Assistant] Okay so exposition is to talk about something, to elaborate on something.

[User] Is it to elaborate your stand?

[Assistant] Yeah.

[User]
Yeah I’ve done it recently.

I never, my school never.

Is it argumentative writing?

[Assistant]
Argumentative is a little bit more...it’s a branch off exposition because exposition I can make a stand without having to argue pros and cons. So like “Singapore should do this this this and this for climate change”, that’s exposition.

But if I say “the pros and cons of us doing this”, then that becomes argumentative. So I guess argumentative is a subset of exposition. So I gather Raymond you have done argumentative in school? Okay so you’ve done a form of exposition.


[System] Act as an information elicitation agent for academic interviews.

[User] Is it to elaborate your stand?

[Assistant] Yeah.

[User]
Yeah I’ve done it recently.

I never, my school never.

Is it argumentative writing?

[Assistant]
Argumentative is a little bit more...it’s a branch off exposition because exposition I can make a stand without having to argue pros and cons. So like “Singapore should do this this this and this for climate change”, that’s exposition.

But if I say “the pros and cons of us doing this”, then that becomes argumentative. So I guess argumentative is a subset of exposition. So I gather Raymond you have done argumentative in school? Okay so you’ve done a form of exposition.

[User] I also got do argumentative in school also.

[Assistant] Okay, so did y’all apply what y’all learn here in school?


[System] Act as an information elicitation agent for academic interviews.

[User]
Yeah I’ve done it recently.

I never, my school never.

Is it argumentative writing?

[Assistant]
Argumentative is a little bit more...it’s a branch off exposition because exposition I can make a stand without having to argue pros and cons. So like “Singapore should do this this this and this for climate change”, that’s exposition.

But if I say “the pros and cons of us doing this”, then that becomes argumentative. So I guess argumentative is a subset of exposition. So I gather Raymond you have done argumentative in school? Okay so you’ve done a form of exposition.

[User] I also got do argumentative in school also.

[Assistant] Okay, so did y’all apply what y’all learn here in school?

[User] Somewhat. But then when I use the grammar from Scribo, when the results come in, like marginally fail.

[Assistant] Alright, but structure and all that did y’all make use of what y’all learnt here?


[System] Act as an information elicitation agent for academic interviews.

[User] I also got do argumentative in school also.

[Assistant] Okay, so did y’all apply what y’all learn here in school?

[User] Somewhat. But then when I use the grammar from Scribo, when the results come in, like marginally fail.

[Assistant] Alright, but structure and all that did y’all make use of what y’all learnt here?

[User] I tried.

[Assistant] So apart from the grammar, but when you tried did it make it easier for you?


[System] Act as an information elicitation agent for academic interviews.

[User] Somewhat. But then when I use the grammar from Scribo, when the results come in, like marginally fail.

[Assistant] Alright, but structure and all that did y’all make use of what y’all learnt here?

[User] I tried.

[Assistant] So apart from the grammar, but when you tried did it make it easier for you?

[User] No. Because I have a hard time remembering what I just learnt.

[Assistant] Okay, so this is once a week right? Yeah? Okay maybe it was very long time ago that you did it and you had [inaudible]. What about yourself? Since you’ve done-


[System] Act as an information elicitation agent for academic interviews.

[User] I tried.

[Assistant] So apart from the grammar, but when you tried did it make it easier for you?

[User] No. Because I have a hard time remembering what I just learnt.

[Assistant] Okay, so this is once a week right? Yeah? Okay maybe it was very long time ago that you did it and you had [inaudible]. What about yourself? Since you’ve done-

[User] Same with Raymond. Because both of us are in the same class. We’re in the same school. It’s about whether VIA is compulsory or not. Maybe the reason why I don’t really use it from the Scribo to our school is because I just forget sometimes.

[Assistant] Okay so the things you learn, you forget. Fair enough. Ricky, no, not at all?


[System] Act as an information elicitation agent for academic interviews.

[User] Same with Raymond. Because both of us are in the same class. We’re in the same school. It’s about whether VIA is compulsory or not. Maybe the reason why I don’t really use it from the Scribo to our school is because I just forget sometimes.

[Assistant] Okay so the things you learn, you forget. Fair enough. Ricky, no, not at all?

[User] Same thing as Ryan, I forget also.

[Assistant] Also forget.

[User]
I mean we have too many things to worry so...

We have other stuff to worry about cher.

[Assistant]
Y’all like old people like that, very busy, many things to remember and all that...

Okay so let’s talk about what happens in school after your teacher gives you- she marks, gives you feedback, what happens after that?


[System] Act as an information elicitation agent for academic interviews.

[User] Same thing as Ryan, I forget also.

[Assistant] Also forget.

[User]
I mean we have too many things to worry so...

We have other stuff to worry about cher.

[Assistant]
Y’all like old people like that, very busy, many things to remember and all that...

Okay so let’s talk about what happens in school after your teacher gives you- she marks, gives you feedback, what happens after that?

[User]
You just take it, like when she go through the paper she either keep it for marking the correction, or she ask you to take back and that’s it.

My school doesn’t need do corrections. The teacher also don’t go through the paper. They just continue what they want to do

[Assistant] Wow so don’t need to do corrections one.


[System] Act as an information elicitation agent for academic interviews.

[User]
I mean we have too many things to worry so...

We have other stuff to worry about cher.

[Assistant]
Y’all like old people like that, very busy, many things to remember and all that...

Okay so let’s talk about what happens in school after your teacher gives you- she marks, gives you feedback, what happens after that?

[User]
You just take it, like when she go through the paper she either keep it for marking the correction, or she ask you to take back and that’s it.

My school doesn’t need do corrections. The teacher also don’t go through the paper. They just continue what they want to do

[Assistant] Wow so don’t need to do corrections one.

[User] But because some of the parents also like “why never do corrections?”, then they start scolding.

[Assistant] So because the parents ask for corrections then y’all end up doing corrections?


[System] Act as an information elicitation agent for academic interviews.

[User]
You just take it, like when she go through the paper she either keep it for marking the correction, or she ask you to take back and that’s it.

My school doesn’t need do corrections. The teacher also don’t go through the paper. They just continue what they want to do

[Assistant] Wow so don’t need to do corrections one.

[User] But because some of the parents also like “why never do corrections?”, then they start scolding.

[Assistant] So because the parents ask for corrections then y’all end up doing corrections?

[User] No it’s because right, when the parents ask for corrections, then we tell them “teacher never go through, teacher never say.” Then in the end we get scolded.

[Assistant] Okay so your parents scold y’all not scold the teachers.


[System] Act as an information elicitation agent for academic interviews.

[User] But because some of the parents also like “why never do corrections?”, then they start scolding.

[Assistant] So because the parents ask for corrections then y’all end up doing corrections?

[User] No it’s because right, when the parents ask for corrections, then we tell them “teacher never go through, teacher never say.” Then in the end we get scolded.

[Assistant] Okay so your parents scold y’all not scold the teachers.

[User] Then after we tell them that the teachers never tell us to do, then they call the teacher and start scolding them.

[Assistant] Okay, so is that the same with you as well Ricky? You don’t have to do corrections?


[System] Act as an information elicitation agent for academic interviews.

[User] No it’s because right, when the parents ask for corrections, then we tell them “teacher never go through, teacher never say.” Then in the end we get scolded.

[Assistant] Okay so your parents scold y’all not scold the teachers.

[User] Then after we tell them that the teachers never tell us to do, then they call the teacher and start scolding them.

[Assistant] Okay, so is that the same with you as well Ricky? You don’t have to do corrections?

[User] She give out the paper and then the next day ask us to do correction. She do on the whiteboard then we just follow her, and she explains. She explain and then she say why it’s this answer, why it’s not that answer. Then sometimes she also ask for suggestion.

[Assistant] Suggestions of what?


[System] Act as an information elicitation agent for academic interviews.

[User] Then after we tell them that the teachers never tell us to do, then they call the teacher and start scolding them.

[Assistant] Okay, so is that the same with you as well Ricky? You don’t have to do corrections?

[User] She give out the paper and then the next day ask us to do correction. She do on the whiteboard then we just follow her, and she explains. She explain and then she say why it’s this answer, why it’s not that answer. Then sometimes she also ask for suggestion.

[Assistant] Suggestions of what?

[User]
To make the idea better.

So like example this is the answer that she gave, then she will ask if anyone has a different answer. Then someone raise up their hand because that person got it correct.

A bit like [inaudible] 4 people, if the person is sitting here, the person vertically and behind and left and right must stand up. The last to stand up must answer the question, so that’s like fun.

[Assistant] Cool, everybody start standing and all that.


[System] Act as an information elicitation agent for academic interviews.

[User] She give out the paper and then the next day ask us to do correction. She do on the whiteboard then we just follow her, and she explains. She explain and then she say why it’s this answer, why it’s not that answer. Then sometimes she also ask for suggestion.

[Assistant] Suggestions of what?

[User]
To make the idea better.

So like example this is the answer that she gave, then she will ask if anyone has a different answer. Then someone raise up their hand because that person got it correct.

A bit like [inaudible] 4 people, if the person is sitting here, the person vertically and behind and left and right must stand up. The last to stand up must answer the question, so that’s like fun.

[Assistant] Cool, everybody start standing and all that.

[User] Yeah it’s a fun way to engage.

[Assistant] Are you...not the same school right?


[System] Act as an information elicitation agent for academic interviews.

[User]
To make the idea better.

So like example this is the answer that she gave, then she will ask if anyone has a different answer. Then someone raise up their hand because that person got it correct.

A bit like [inaudible] 4 people, if the person is sitting here, the person vertically and behind and left and right must stand up. The last to stand up must answer the question, so that’s like fun.

[Assistant] Cool, everybody start standing and all that.

[User] Yeah it’s a fun way to engage.

[Assistant] Are you...not the same school right?

[User] But my mother teacher did it before during Sec 2 then now she’s not my mother teacher anymore.

[Assistant] Your mother tongue- ah okay your mother tongue teacher. So it’s just to force everybody to be engaged, not sit there and- ...talk me through, teacher gives y’all a piece of homework, y’all do it, hand it in-


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah it’s a fun way to engage.

[Assistant] Are you...not the same school right?

[User] But my mother teacher did it before during Sec 2 then now she’s not my mother teacher anymore.

[Assistant] Your mother tongue- ah okay your mother tongue teacher. So it’s just to force everybody to be engaged, not sit there and- ...talk me through, teacher gives y’all a piece of homework, y’all do it, hand it in-

[User]
She marks, we do corrections or you don’t, and then she either keeps it to see the corrections, or she just gives it back to you. Nothing else.

That’s all.

So you do finish already, then she write feedback. She only ask you read the feedback, she never personally find you.

Yeah. And then you just file inside your English file.

[Assistant] Okay, so how is that same or different here? Because here y’all check, y’all key it in, it checks right?


[System] Act as an information elicitation agent for academic interviews.

[User] But my mother teacher did it before during Sec 2 then now she’s not my mother teacher anymore.

[Assistant] Your mother tongue- ah okay your mother tongue teacher. So it’s just to force everybody to be engaged, not sit there and- ...talk me through, teacher gives y’all a piece of homework, y’all do it, hand it in-

[User]
She marks, we do corrections or you don’t, and then she either keeps it to see the corrections, or she just gives it back to you. Nothing else.

That’s all.

So you do finish already, then she write feedback. She only ask you read the feedback, she never personally find you.

Yeah. And then you just file inside your English file.

[Assistant] Okay, so how is that same or different here? Because here y’all check, y’all key it in, it checks right?

[User]
The teacher give personal feedback.

The teacher will also give teacher feedback.

[Assistant] Okay, and then what happens after that? Y’all also bochap ah?


[System] Act as an information elicitation agent for academic interviews.

[User]
She marks, we do corrections or you don’t, and then she either keeps it to see the corrections, or she just gives it back to you. Nothing else.

That’s all.

So you do finish already, then she write feedback. She only ask you read the feedback, she never personally find you.

Yeah. And then you just file inside your English file.

[Assistant] Okay, so how is that same or different here? Because here y’all check, y’all key it in, it checks right?

[User]
The teacher give personal feedback.

The teacher will also give teacher feedback.

[Assistant] Okay, and then what happens after that? Y’all also bochap ah?

[User]
Just improve on that one.

Peer feedback also.

[Assistant] But after the peer feedback what happens? Also bochap?


[System] Act as an information elicitation agent for academic interviews.

[User]
The teacher give personal feedback.

The teacher will also give teacher feedback.

[Assistant] Okay, and then what happens after that? Y’all also bochap ah?

[User]
Just improve on that one.

Peer feedback also.

[Assistant] But after the peer feedback what happens? Also bochap?

[User]
No I mean after the teacher feedback then we do again.

So we improve it.

...what the comments have said.

Then we fix.

It’s like error, so if you have a error and then just fix it.

[Assistant] Okay, so there’s at least some- you have to pay attention to the feedback that’s given to you. Y’all do redraft it as well. On your own do y’all redraft?


[System] Act as an information elicitation agent for academic interviews.

[User]
Just improve on that one.

Peer feedback also.

[Assistant] But after the peer feedback what happens? Also bochap?

[User]
No I mean after the teacher feedback then we do again.

So we improve it.

...what the comments have said.

Then we fix.

It’s like error, so if you have a error and then just fix it.

[Assistant] Okay, so there’s at least some- you have to pay attention to the feedback that’s given to you. Y’all do redraft it as well. On your own do y’all redraft?

[User] I don’t. Personally I [inaudible].

[Assistant] So that means the teacher gives you a topic and you just [write]?


[System] Act as an information elicitation agent for academic interviews.

[User]
No I mean after the teacher feedback then we do again.

So we improve it.

...what the comments have said.

Then we fix.

It’s like error, so if you have a error and then just fix it.

[Assistant] Okay, so there’s at least some- you have to pay attention to the feedback that’s given to you. Y’all do redraft it as well. On your own do y’all redraft?

[User] I don’t. Personally I [inaudible].

[Assistant] So that means the teacher gives you a topic and you just [write]?

[User] Yeah I don’t.

[Assistant] Bochap then do you run through Scribo and then look to what Scribo says to do a- to at least edit it for draft number 2?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah I don’t.

[Assistant] Bochap then do you run through Scribo and then look to what Scribo says to do a- to at least edit it for draft number 2?

[User] I usually just run the grammar one.

[Assistant] Only once?

[User]
I only run the grammar one.

Because we don’t have time.

[Assistant] Only run the grammar one, the whole time?


[System] Act as an information elicitation agent for academic interviews.

[User] I usually just run the grammar one.

[Assistant] Only once?

[User]
I only run the grammar one.

Because we don’t have time.

[Assistant] Only run the grammar one, the whole time?

[User]
Usually when we finish we only have left with 10 minutes to-

5, 10 minutes left only

We type until like don’t know how to type already.

[Assistant] Very fast or a lot?


[System] Act as an information elicitation agent for academic interviews.

[User]
I only run the grammar one.

Because we don’t have time.

[Assistant] Only run the grammar one, the whole time?

[User]
Usually when we finish we only have left with 10 minutes to-

5, 10 minutes left only

We type until like don’t know how to type already.

[Assistant] Very fast or a lot?

[User]
My one is like that one.

For me, I type until don’t know what to type.

[Assistant] So what does that mean, that you...you had so much to say? Or you just-


[System] Act as an information elicitation agent for academic interviews.

[User]
Usually when we finish we only have left with 10 minutes to-

5, 10 minutes left only

We type until like don’t know how to type already.

[Assistant] Very fast or a lot?

[User]
My one is like that one.

For me, I type until don’t know what to type.

[Assistant] So what does that mean, that you...you had so much to say? Or you just-

[User] I say everything I want to say already, I don’t know what to say already.

[Assistant] Okay so that’s a good point that I want to bring up, because Scribo also counts number of words right, word count? So are y’all writing more now, or less?


[System] Act as an information elicitation agent for academic interviews.

[User]
My one is like that one.

For me, I type until don’t know what to type.

[Assistant] So what does that mean, that you...you had so much to say? Or you just-

[User] I say everything I want to say already, I don’t know what to say already.

[Assistant] Okay so that’s a good point that I want to bring up, because Scribo also counts number of words right, word count? So are y’all writing more now, or less?

[User]
Lesser.

Same.

For me it’s more.

[Assistant] Okay so less, same...but it’s because you’re only 3-


[System] Act as an information elicitation agent for academic interviews.

[User] I say everything I want to say already, I don’t know what to say already.

[Assistant] Okay so that’s a good point that I want to bring up, because Scribo also counts number of words right, word count? So are y’all writing more now, or less?

[User]
Lesser.

Same.

For me it’s more.

[Assistant] Okay so less, same...but it’s because you’re only 3-

[User] I write a lot.

[Assistant] Oh you write a lot, so- very much okay, but in your case more. Why are you writing more now?


[System] Act as an information elicitation agent for academic interviews.

[User]
Lesser.

Same.

For me it’s more.

[Assistant] Okay so less, same...but it’s because you’re only 3-

[User] I write a lot.

[Assistant] Oh you write a lot, so- very much okay, but in your case more. Why are you writing more now?

[User] I guess because it’s because of the peer review and the teacher’s feedback so there’s a way to improve.

[Assistant] But in school are you writing more?


[System] Act as an information elicitation agent for academic interviews.

[User] I write a lot.

[Assistant] Oh you write a lot, so- very much okay, but in your case more. Why are you writing more now?

[User] I guess because it’s because of the peer review and the teacher’s feedback so there’s a way to improve.

[Assistant] But in school are you writing more?

[User] Less, I write less, below 150 words. I don’t have any- usually I don’t have any idea on what’s going on. So when I ask the teacher then the teacher explain to me then I understand. But then in the end I still won’t get the idea. I just miss out the point and then just scoop it away.

[Assistant] Okay, what about Ricky?


[System] Act as an information elicitation agent for academic interviews.

[User] Less, I write less, below 150 words. I don’t have any- usually I don’t have any idea on what’s going on. So when I ask the teacher then the teacher explain to me then I understand. But then in the end I still won’t get the idea. I just miss out the point and then just scoop it away.

[Assistant] Okay, what about Ricky?

[User] More.

[Assistant] Write more?

[User] Get more points.

[Assistant] So you were...but I think writing more also the whole idea of confidence. Do y’all feel that you’re more confident now?


[System] Act as an information elicitation agent for academic interviews.

[User] More.

[Assistant] Write more?

[User] Get more points.

[Assistant] So you were...but I think writing more also the whole idea of confidence. Do y’all feel that you’re more confident now?

[User] Less confident.

[Assistant] Okay I hear the consistent story from Ruby that she’s less confident.


[System] Act as an information elicitation agent for academic interviews.

[User] Get more points.

[Assistant] So you were...but I think writing more also the whole idea of confidence. Do y’all feel that you’re more confident now?

[User] Less confident.

[Assistant] Okay I hear the consistent story from Ruby that she’s less confident.

[User]
More.

No change.

[Assistant] No change, more. Why no change? You have so much support here and all that.


[System] Act as an information elicitation agent for academic interviews.

[User] Less confident.

[Assistant] Okay I hear the consistent story from Ruby that she’s less confident.

[User]
More.

No change.

[Assistant] No change, more. Why no change? You have so much support here and all that.

[User] I just don’t feel any confidence...[inaudible] because it’s just a normal essay. I mean you started doing essay like in Primary 4, Primary 5, so it’s just technically the same thing.

[Assistant] The support from Scribo and all that that’s not helping? Ricky what about you? You said more, more confident now in writing. You’re writing more?


[System] Act as an information elicitation agent for academic interviews.

[User]
More.

No change.

[Assistant] No change, more. Why no change? You have so much support here and all that.

[User] I just don’t feel any confidence...[inaudible] because it’s just a normal essay. I mean you started doing essay like in Primary 4, Primary 5, so it’s just technically the same thing.

[Assistant] The support from Scribo and all that that’s not helping? Ricky what about you? You said more, more confident now in writing. You’re writing more?

[User] Yeah.

[Assistant] Because you have more ideas? So the ideas come from where ah?


[System] Act as an information elicitation agent for academic interviews.

[User] I just don’t feel any confidence...[inaudible] because it’s just a normal essay. I mean you started doing essay like in Primary 4, Primary 5, so it’s just technically the same thing.

[Assistant] The support from Scribo and all that that’s not helping? Ricky what about you? You said more, more confident now in writing. You’re writing more?

[User] Yeah.

[Assistant] Because you have more ideas? So the ideas come from where ah?

[User] My brain.

[Assistant] Sorry? Your brain? Your brain must be stimulated by something right, all of a sudden- even creative people must have been inspired by something. So was it from all the discussions in class or anything like that?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah.

[Assistant] Because you have more ideas? So the ideas come from where ah?

[User] My brain.

[Assistant] Sorry? Your brain? Your brain must be stimulated by something right, all of a sudden- even creative people must have been inspired by something. So was it from all the discussions in class or anything like that?

[User]
No it could be in discussion, or we research it on the internet.

Like using ChatGPT, but I don’t use already.

Or you just type in- for example talking about climate change, so like “what is climate change?” then there is an article, then you just read through it.

Like in school they make us read the article news, then label (?) knowledge about them like climate change.

I think Scribo if you make it can like see the content, then you all can put websites that can help with the content.

Like links, hyperlink.

But it’s probably very hard to code right?

[Assistant] Okay so actually this is a good point because part of it is also to understand how can the program be improved. So what I’m hearing from Raymond is that to inspire y’all with the areas to be-


[System] Act as an information elicitation agent for academic interviews.

[User]
No it could be in discussion, or we research it on the internet.

Like using ChatGPT, but I don’t use already.

Or you just type in- for example talking about climate change, so like “what is climate change?” then there is an article, then you just read through it.

Like in school they make us read the article news, then label (?) knowledge about them like climate change.

I think Scribo if you make it can like see the content, then you all can put websites that can help with the content.

Like links, hyperlink.

But it’s probably very hard to code right?

[Assistant] Okay so actually this is a good point because part of it is also to understand how can the program be improved. So what I’m hearing from Raymond is that to inspire y’all with the areas to be-

[User]
More idea. It’s like to help with the idea for the content.

Like starting tools, for example like starting tools.

[Assistant] Starting tools?

[User] Like let’s say the question is “What are the ways the government can make Singapore more sustainable?”, then after we write maybe y’all can put URA link.

[Assistant] Okay, for y’all to go and ownself on your own, go and


[System] Act as an information elicitation agent for academic interviews.

[User]
More idea. It’s like to help with the idea for the content.

Like starting tools, for example like starting tools.

[Assistant] Starting tools?

[User] Like let’s say the question is “What are the ways the government can make Singapore more sustainable?”, then after we write maybe y’all can put URA link.

[Assistant] Okay, for y’all to go and ownself on your own, go and

[User] Go and read them.

[Assistant] Yup. Actually I was under the impression that there was a lot given already but you probably want to choose your own lah?


[System] Act as an information elicitation agent for academic interviews.

[User] Like let’s say the question is “What are the ways the government can make Singapore more sustainable?”, then after we write maybe y’all can put URA link.

[Assistant] Okay, for y’all to go and ownself on your own, go and

[User] Go and read them.

[Assistant] Yup. Actually I was under the impression that there was a lot given already but you probably want to choose your own lah?

[User]
Yeah.

Because more unique.

[Assistant] Yeah, it could be that choose and-if it’s the same set everybody ends up writing the same thing.


[System] Act as an information elicitation agent for academic interviews.

[User] Go and read them.

[Assistant] Yup. Actually I was under the impression that there was a lot given already but you probably want to choose your own lah?

[User]
Yeah.

Because more unique.

[Assistant] Yeah, it could be that choose and-if it’s the same set everybody ends up writing the same thing.

[User] Also a bit boring.

[Assistant] Yeah it’s gonna be boring. Ruby what are some ideas for improving the program then?


[System] Act as an information elicitation agent for academic interviews.

[User]
Yeah.

Because more unique.

[Assistant] Yeah, it could be that choose and-if it’s the same set everybody ends up writing the same thing.

[User] Also a bit boring.

[Assistant] Yeah it’s gonna be boring. Ruby what are some ideas for improving the program then?

[User] Maybe improve the intelligence of the AI? Maybe like improve the grammar issue. The bug.

[Assistant]
Yeah I keep hearing from you that there is a problem. You know what you can do is those that have a problem you write it down, because we have a direct- I know the person who came up with this, the people who are putting this, and I can tell them “Hey look at these areas.”

Because I remember last year when I talked to your seniors, they were so fed up that the program- because somebody wrote “a tin of sardines”, then the program-


[System] Act as an information elicitation agent for academic interviews.

[User] Also a bit boring.

[Assistant] Yeah it’s gonna be boring. Ruby what are some ideas for improving the program then?

[User] Maybe improve the intelligence of the AI? Maybe like improve the grammar issue. The bug.

[Assistant]
Yeah I keep hearing from you that there is a problem. You know what you can do is those that have a problem you write it down, because we have a direct- I know the person who came up with this, the people who are putting this, and I can tell them “Hey look at these areas.”

Because I remember last year when I talked to your seniors, they were so fed up that the program- because somebody wrote “a tin of sardines”, then the program-

[User]
Because they say they put “can” right? Yeah then after that they ask you- because you use the word too many times, then the synonym will be “tin”, like the “can”, “tin”-

Then suddenly it says it’s wrong.

Like they get the wrong meaning of the word.

[Assistant] Yeah because “can” can be also [inaudible]


[System] Act as an information elicitation agent for academic interviews.

[User] Maybe improve the intelligence of the AI? Maybe like improve the grammar issue. The bug.

[Assistant]
Yeah I keep hearing from you that there is a problem. You know what you can do is those that have a problem you write it down, because we have a direct- I know the person who came up with this, the people who are putting this, and I can tell them “Hey look at these areas.”

Because I remember last year when I talked to your seniors, they were so fed up that the program- because somebody wrote “a tin of sardines”, then the program-

[User]
Because they say they put “can” right? Yeah then after that they ask you- because you use the word too many times, then the synonym will be “tin”, like the “can”, “tin”-

Then suddenly it says it’s wrong.

Like they get the wrong meaning of the word.

[Assistant] Yeah because “can” can be also [inaudible]

[User]
“The climate can change”, then suddenly the synonym say “the climate tin change”.

Another thing about the word, like the grammar thing, let’s say you’re correct, then you want to write this word, then the word which they ask you to change is a lesser- less stronger meaning to it. Like lacks emphasis.

[Assistant] Okay, probably not suitable, not specific to what it is that y’all want. Thank you for all, you’re giving me feedback on this, I’ll go and tell them that. So actually-


[System] Act as an information elicitation agent for academic interviews.

[User]
Because they say they put “can” right? Yeah then after that they ask you- because you use the word too many times, then the synonym will be “tin”, like the “can”, “tin”-

Then suddenly it says it’s wrong.

Like they get the wrong meaning of the word.

[Assistant] Yeah because “can” can be also [inaudible]

[User]
“The climate can change”, then suddenly the synonym say “the climate tin change”.

Another thing about the word, like the grammar thing, let’s say you’re correct, then you want to write this word, then the word which they ask you to change is a lesser- less stronger meaning to it. Like lacks emphasis.

[Assistant] Okay, probably not suitable, not specific to what it is that y’all want. Thank you for all, you’re giving me feedback on this, I’ll go and tell them that. So actually-

[User] I think if improve the thing, then maybe younger children like primary school kids can use the Scribo.

[Assistant]
Yeah actually they are right now. You know the Sec 2s now actually on the program as well, so that’s why we need to understand more from y’all. Okay there was something I wanted to ask, and I forgot. Apart from this “tin” and “can” and all that generally do y’all understand the Scribo feedback?

Are there things that they say “ I don’t understand, if I don’t understand I can’t change it.”


[System] Act as an information elicitation agent for academic interviews.

[User]
“The climate can change”, then suddenly the synonym say “the climate tin change”.

Another thing about the word, like the grammar thing, let’s say you’re correct, then you want to write this word, then the word which they ask you to change is a lesser- less stronger meaning to it. Like lacks emphasis.

[Assistant] Okay, probably not suitable, not specific to what it is that y’all want. Thank you for all, you’re giving me feedback on this, I’ll go and tell them that. So actually-

[User] I think if improve the thing, then maybe younger children like primary school kids can use the Scribo.

[Assistant]
Yeah actually they are right now. You know the Sec 2s now actually on the program as well, so that’s why we need to understand more from y’all. Okay there was something I wanted to ask, and I forgot. Apart from this “tin” and “can” and all that generally do y’all understand the Scribo feedback?

Are there things that they say “ I don’t understand, if I don’t understand I can’t change it.”

[User] The grammar thingy.

[Assistant] Okay, for example? I mean sometimes were there words that they were commenting on that you all don’t understand? Like for example “sticky sentences”, last year’s group kept mentioning that.


[System] Act as an information elicitation agent for academic interviews.

[User] The grammar thingy.

[Assistant] Okay, for example? I mean sometimes were there words that they were commenting on that you all don’t understand? Like for example “sticky sentences”, last year’s group kept mentioning that.

[User]
What’s that?

Synonym?

[Assistant] No. Synonym-

[User]
Like sticky sentences like stuck together?

When you write climate change right, they give you something you gotta do, like catastrophe. I don’t know what it’s called.

[Assistant] Catastrophe, yeah. So they suggested that word?


[System] Act as an information elicitation agent for academic interviews.

[User]
What’s that?

Synonym?

[Assistant] No. Synonym-

[User]
Like sticky sentences like stuck together?

When you write climate change right, they give you something you gotta do, like catastrophe. I don’t know what it’s called.

[Assistant] Catastrophe, yeah. So they suggested that word?

[User] Something like that, like temperature. So it give like very high level, but then your sentence a bit like...then they give you damn high sentence word, like used in the university.

[Assistant] Oh okay so the kind of words that they-


[System] Act as an information elicitation agent for academic interviews.

[User]
Like sticky sentences like stuck together?

When you write climate change right, they give you something you gotta do, like catastrophe. I don’t know what it’s called.

[Assistant] Catastrophe, yeah. So they suggested that word?

[User] Something like that, like temperature. So it give like very high level, but then your sentence a bit like...then they give you damn high sentence word, like used in the university.

[Assistant] Oh okay so the kind of words that they-

[User]
Like you don’t usually see in sentences. It’s very rare.

Atas.

The atas word.

[Assistant] You know atas is Malay right?


[System] Act as an information elicitation agent for academic interviews.

[User] Something like that, like temperature. So it give like very high level, but then your sentence a bit like...then they give you damn high sentence word, like used in the university.

[Assistant] Oh okay so the kind of words that they-

[User]
Like you don’t usually see in sentences. It’s very rare.

Atas.

The atas word.

[Assistant] You know atas is Malay right?

[User] Yes.

[Assistant] So something that only people in university-


[System] Act as an information elicitation agent for academic interviews.

[User]
Like you don’t usually see in sentences. It’s very rare.

Atas.

The atas word.

[Assistant] You know atas is Malay right?

[User] Yes.

[Assistant] So something that only people in university-

[User] My C I rewrite(?)

[Assistant] But isn’t it good to show off that you know a word that-


[System] Act as an information elicitation agent for academic interviews.

[User] Yes.

[Assistant] So something that only people in university-

[User] My C I rewrite(?)

[Assistant] But isn’t it good to show off that you know a word that-

[User]
But if you don’t know the word-

Then you can’t write it down during exam.

If you don’t understand the word or something then how are you supposed to use it?

Yeah like if you don’t understand how possible is it-

[inaudible] thinking about something then they give you a hypothetically (?) I don’t know what it’s called.

[Assistant] So I hear that it’s not just a problem with the grammar, there’s a problem with the vocabulary, and so it’s not as helpful as-


[System] Act as an information elicitation agent for academic interviews.

[User] My C I rewrite(?)

[Assistant] But isn’t it good to show off that you know a word that-

[User]
But if you don’t know the word-

Then you can’t write it down during exam.

If you don’t understand the word or something then how are you supposed to use it?

Yeah like if you don’t understand how possible is it-

[inaudible] thinking about something then they give you a hypothetically (?) I don’t know what it’s called.

[Assistant] So I hear that it’s not just a problem with the grammar, there’s a problem with the vocabulary, and so it’s not as helpful as-

[User] And sometimes the sentences could be like quite annoying. Because it will pop-up again and again.

[Assistant] Okay so sticky sentences are like sentences that go on and on and on-


[System] Act as an information elicitation agent for academic interviews.

[User]
But if you don’t know the word-

Then you can’t write it down during exam.

If you don’t understand the word or something then how are you supposed to use it?

Yeah like if you don’t understand how possible is it-

[inaudible] thinking about something then they give you a hypothetically (?) I don’t know what it’s called.

[Assistant] So I hear that it’s not just a problem with the grammar, there’s a problem with the vocabulary, and so it’s not as helpful as-

[User] And sometimes the sentences could be like quite annoying. Because it will pop-up again and again.

[Assistant] Okay so sticky sentences are like sentences that go on and on and on-

[User] Run on?

[Assistant]
Yeah run-on sentences because you are trying to put too many things in there so it becomes very clumsy. So it’s best to break them up and start with that, so that’s what sticky sentences is all about.

Promise y’all one last question, because it’s 8.30pm and I notice y’all very tired already, and I’ll let y’all go back to your cher over there. Tell me at this point in time, what has been your most memorable experience so far in the past 5 months? Something that you remember best of the whole 5 months so far, the lessons here?


[System] Act as an information elicitation agent for academic interviews.

[User] And sometimes the sentences could be like quite annoying. Because it will pop-up again and again.

[Assistant] Okay so sticky sentences are like sentences that go on and on and on-

[User] Run on?

[Assistant]
Yeah run-on sentences because you are trying to put too many things in there so it becomes very clumsy. So it’s best to break them up and start with that, so that’s what sticky sentences is all about.

Promise y’all one last question, because it’s 8.30pm and I notice y’all very tired already, and I’ll let y’all go back to your cher over there. Tell me at this point in time, what has been your most memorable experience so far in the past 5 months? Something that you remember best of the whole 5 months so far, the lessons here?

[User]
I think it’s me figuring out how to use it.

Yeah same.

Like the functions or- I mean it’s your first time using it so I think that’s memorable.

[Assistant]
Okay, by the way y’all know that schools will be using Scribo at some point in time, it’s already being rolled out. They got the tender, the company that produces it so in a sense y’all are one step ahead of everybody else. It will be put into SLS, so whatever you type actually can be run through inside.

So that’s great. What was the hardest thing that you didn’t understand until oh, then you understood?


[System] Act as an information elicitation agent for academic interviews.

[User] Run on?

[Assistant]
Yeah run-on sentences because you are trying to put too many things in there so it becomes very clumsy. So it’s best to break them up and start with that, so that’s what sticky sentences is all about.

Promise y’all one last question, because it’s 8.30pm and I notice y’all very tired already, and I’ll let y’all go back to your cher over there. Tell me at this point in time, what has been your most memorable experience so far in the past 5 months? Something that you remember best of the whole 5 months so far, the lessons here?

[User]
I think it’s me figuring out how to use it.

Yeah same.

Like the functions or- I mean it’s your first time using it so I think that’s memorable.

[Assistant]
Okay, by the way y’all know that schools will be using Scribo at some point in time, it’s already being rolled out. They got the tender, the company that produces it so in a sense y’all are one step ahead of everybody else. It will be put into SLS, so whatever you type actually can be run through inside.

So that’s great. What was the hardest thing that you didn’t understand until oh, then you understood?

[User] Pressing the “check” so checking all your mistakes, everything just starts flowing on right side of the screen. Everything just start flowing because got mistakes. You’re kinda pressured to fix these errors.

[Assistant] Okay, pressured in a good way or a bad way?


[System] Act as an information elicitation agent for academic interviews.

[User]
I think it’s me figuring out how to use it.

Yeah same.

Like the functions or- I mean it’s your first time using it so I think that’s memorable.

[Assistant]
Okay, by the way y’all know that schools will be using Scribo at some point in time, it’s already being rolled out. They got the tender, the company that produces it so in a sense y’all are one step ahead of everybody else. It will be put into SLS, so whatever you type actually can be run through inside.

So that’s great. What was the hardest thing that you didn’t understand until oh, then you understood?

[User] Pressing the “check” so checking all your mistakes, everything just starts flowing on right side of the screen. Everything just start flowing because got mistakes. You’re kinda pressured to fix these errors.

[Assistant] Okay, pressured in a good way or a bad way?

[User]
I don’t know [inaudible], but I mean- I don’t know how but I just pressing the checking and suddenly all the errors to your right side. Could be annoying. Because you want to take one step, a bit, then suddenly all-

Step-by-step.

Yeah step-by-step but the thing just suddenly pop up when you press the checking.

[Assistant] Okay, last year’s batch what they told me was they had quite a kick out of you know, you deal with it.


[System] Act as an information elicitation agent for academic interviews.

[User] Pressing the “check” so checking all your mistakes, everything just starts flowing on right side of the screen. Everything just start flowing because got mistakes. You’re kinda pressured to fix these errors.

[Assistant] Okay, pressured in a good way or a bad way?

[User]
I don’t know [inaudible], but I mean- I don’t know how but I just pressing the checking and suddenly all the errors to your right side. Could be annoying. Because you want to take one step, a bit, then suddenly all-

Step-by-step.

Yeah step-by-step but the thing just suddenly pop up when you press the checking.

[Assistant] Okay, last year’s batch what they told me was they had quite a kick out of you know, you deal with it.

[User] Each section though.

[Assistant] And then they got quite a kick out of seeing their scores change.


[System] Act as an information elicitation agent for academic interviews.

[User]
I don’t know [inaudible], but I mean- I don’t know how but I just pressing the checking and suddenly all the errors to your right side. Could be annoying. Because you want to take one step, a bit, then suddenly all-

Step-by-step.

Yeah step-by-step but the thing just suddenly pop up when you press the checking.

[Assistant] Okay, last year’s batch what they told me was they had quite a kick out of you know, you deal with it.

[User] Each section though.

[Assistant] And then they got quite a kick out of seeing their scores change.

[User] Yeah scores can either go down or up, and there’s this one area so grammar (?), then this grammar you click on it there’s another part of it. So like number- paragraph 1, paragraph 2, paragraph 3. It’s like a sub.

[Assistant] Okay, you deal one at a time? Okay, so most memorable also how to make sense out of Scribo? Why was that memorable?


[System] Act as an information elicitation agent for academic interviews.

[User] Each section though.

[Assistant] And then they got quite a kick out of seeing their scores change.

[User] Yeah scores can either go down or up, and there’s this one area so grammar (?), then this grammar you click on it there’s another part of it. So like number- paragraph 1, paragraph 2, paragraph 3. It’s like a sub.

[Assistant] Okay, you deal one at a time? Okay, so most memorable also how to make sense out of Scribo? Why was that memorable?

[User] Because that’s the only main thing you do during class. Something that’s fun.

[Assistant] Okay, I’m still trying to figure out what “fun” means. “Fun” meaning when you can make something happen?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah scores can either go down or up, and there’s this one area so grammar (?), then this grammar you click on it there’s another part of it. So like number- paragraph 1, paragraph 2, paragraph 3. It’s like a sub.

[Assistant] Okay, you deal one at a time? Okay, so most memorable also how to make sense out of Scribo? Why was that memorable?

[User] Because that’s the only main thing you do during class. Something that’s fun.

[Assistant] Okay, I’m still trying to figure out what “fun” means. “Fun” meaning when you can make something happen?

[User]
Like you gotta use your pen and just write, listen in class.

It’s easier than writing,

[Assistant] It’s easier than writing and it’s more interactive?


[System] Act as an information elicitation agent for academic interviews.

[User] Because that’s the only main thing you do during class. Something that’s fun.

[Assistant] Okay, I’m still trying to figure out what “fun” means. “Fun” meaning when you can make something happen?

[User]
Like you gotta use your pen and just write, listen in class.

It’s easier than writing,

[Assistant] It’s easier than writing and it’s more interactive?

[User]
Yeah it’s better than just staring at the first page.

Yeah because when you write right, your wrist tend to get pain and tired.

[Assistant] But when you say less painful it’s nothing to do with the wrist right?


[System] Act as an information elicitation agent for academic interviews.

[User]
Like you gotta use your pen and just write, listen in class.

It’s easier than writing,

[Assistant] It’s easier than writing and it’s more interactive?

[User]
Yeah it’s better than just staring at the first page.

Yeah because when you write right, your wrist tend to get pain and tired.

[Assistant] But when you say less painful it’s nothing to do with the wrist right?

[User] Speaking from experience.

[Assistant] Sort of what do you mean by speaking from experience?


[System] Act as an information elicitation agent for academic interviews.

[User]
Yeah it’s better than just staring at the first page.

Yeah because when you write right, your wrist tend to get pain and tired.

[Assistant] But when you say less painful it’s nothing to do with the wrist right?

[User] Speaking from experience.

[Assistant] Sort of what do you mean by speaking from experience?

[User] It’s more painful to write.

[Assistant] But it’s nothing to do with physical pain or painful as in 伤脑经?


[System] Act as an information elicitation agent for academic interviews.

[User] Speaking from experience.

[Assistant] Sort of what do you mean by speaking from experience?

[User] It’s more painful to write.

[Assistant] But it’s nothing to do with physical pain or painful as in 伤脑经?

[User]
Both.

Both.

Hand tired. Hand pain.

Sometimes my hand pain and my head pain because sometimes when I write on paper right, then [inaudible]. Oh no.

You write, you don’t focus on writing, so when we write the teacher say go here come out here (one ear in one ear out). Because you not focusing, you writing, copying down the thing-

[inaudible] Just sitting down staring at a screen.

[Assistant] This is here or in school?


[System] Act as an information elicitation agent for academic interviews.

[User] It’s more painful to write.

[Assistant] But it’s nothing to do with physical pain or painful as in 伤脑经?

[User]
Both.

Both.

Hand tired. Hand pain.

Sometimes my hand pain and my head pain because sometimes when I write on paper right, then [inaudible]. Oh no.

You write, you don’t focus on writing, so when we write the teacher say go here come out here (one ear in one ear out). Because you not focusing, you writing, copying down the thing-

[inaudible] Just sitting down staring at a screen.

[Assistant] This is here or in school?

[User]
School.

School.

[Assistant] So teacher talks and talks but it’s like-


[System] Act as an information elicitation agent for academic interviews.

[User]
Both.

Both.

Hand tired. Hand pain.

Sometimes my hand pain and my head pain because sometimes when I write on paper right, then [inaudible]. Oh no.

You write, you don’t focus on writing, so when we write the teacher say go here come out here (one ear in one ear out). Because you not focusing, you writing, copying down the thing-

[inaudible] Just sitting down staring at a screen.

[Assistant] This is here or in school?

[User]
School.

School.

[Assistant] So teacher talks and talks but it’s like-

[User] It’s like grandmother story.

[Assistant] Okay, so you tell me how can we make it such that the cher here doesn’t make the same mistake as the teachers? So that when he says something, it doesn’t just you know, what can help?


[System] Act as an information elicitation agent for academic interviews.

[User]
School.

School.

[Assistant] So teacher talks and talks but it’s like-

[User] It’s like grandmother story.

[Assistant] Okay, so you tell me how can we make it such that the cher here doesn’t make the same mistake as the teachers? So that when he says something, it doesn’t just you know, what can help?

[User]
Maybe just not like keep on talking and talking.

Yes.

I mean example like the cher is your parent, then they scold you right, nagging at you. So-called nagging.

If they never pause in a sentence then after that I just don’t [inaudible] already.

So it’s nagging, you eventually get annoyed. Then you don’t want listen already.

[Assistant] Okay. Obviously that’s not just this teacher that you’re talking- teachers in general.


[System] Act as an information elicitation agent for academic interviews.

[User] It’s like grandmother story.

[Assistant] Okay, so you tell me how can we make it such that the cher here doesn’t make the same mistake as the teachers? So that when he says something, it doesn’t just you know, what can help?

[User]
Maybe just not like keep on talking and talking.

Yes.

I mean example like the cher is your parent, then they scold you right, nagging at you. So-called nagging.

If they never pause in a sentence then after that I just don’t [inaudible] already.

So it’s nagging, you eventually get annoyed. Then you don’t want listen already.

[Assistant] Okay. Obviously that’s not just this teacher that you’re talking- teachers in general.

[User]
Scribo got dark mode or not? Does it have a dark mode?

Dark mode. Because it’s bright.

[Assistant] Oh, okay that’s a good point I-


[System] Act as an information elicitation agent for academic interviews.

[User]
Maybe just not like keep on talking and talking.

Yes.

I mean example like the cher is your parent, then they scold you right, nagging at you. So-called nagging.

If they never pause in a sentence then after that I just don’t [inaudible] already.

So it’s nagging, you eventually get annoyed. Then you don’t want listen already.

[Assistant] Okay. Obviously that’s not just this teacher that you’re talking- teachers in general.

[User]
Scribo got dark mode or not? Does it have a dark mode?

Dark mode. Because it’s bright.

[Assistant] Oh, okay that’s a good point I-

[User]
It helps to comfort the eye.

Some people lik3 dark mode.

Like maybe blue light. The screen.

[Assistant] Okay I could ask them, that’s a good point. Nobody has ever asked that so I’ll ask them that. Okay so any last words-she’s already going.


[System] Act as an information elicitation agent for academic interviews.

[User]
Scribo got dark mode or not? Does it have a dark mode?

Dark mode. Because it’s bright.

[Assistant] Oh, okay that’s a good point I-

[User]
It helps to comfort the eye.

Some people lik3 dark mode.

Like maybe blue light. The screen.

[Assistant] Okay I could ask them, that’s a good point. Nobody has ever asked that so I’ll ask them that. Okay so any last words-she’s already going.

[User] My leg pain.

[Assistant] Okay can, not only hand pain, leg pain. Any last words about Scribo or the tuition program that you want to tell me that I didn’t ask?


[System] Act as an information elicitation agent for academic interviews.

[User]
It helps to comfort the eye.

Some people lik3 dark mode.

Like maybe blue light. The screen.

[Assistant] Okay I could ask them, that’s a good point. Nobody has ever asked that so I’ll ask them that. Okay so any last words-she’s already going.

[User] My leg pain.

[Assistant] Okay can, not only hand pain, leg pain. Any last words about Scribo or the tuition program that you want to tell me that I didn’t ask?

[User]
Maybe can add tutorial, how to use.

Yeah.

Because there’s no tutorial, and I’m still very blur.

[Assistant] Okay, tutorial on how to use the-


[System] Act as an information elicitation agent for academic interviews.

[User] Yes, am an intern doctor in lira regional referral hospital?

[Assistant] And how long have you been working here?

[User] I have now worked here for two months

[Assistant] Two months?

[User] And I am here for one year

[Assistant] You are here for one year?


[System] Act as an information elicitation agent for academic interviews.

[User] I have now worked here for two months

[Assistant] Two months?

[User] And I am here for one year

[Assistant] You are here for one year?

[User] Yes

[Assistant] Ok and so when did you qualify, when did you finish?


[System] Act as an information elicitation agent for academic interviews.

[User] And I am here for one year

[Assistant] You are here for one year?

[User] Yes

[Assistant] Ok and so when did you qualify, when did you finish?

[User] I finished in 2018

[Assistant] In this year?


[System] Act as an information elicitation agent for academic interviews.

[User] In this very year

[Assistant] 2018

[User] Yes 2018 may, in May 2018, that’s when I qualified from Makerere University, college of health science

[Assistant] Congratulation

[User] In Bachelor of Science in medicine and surgery

[Assistant] ... did you go for the party


[System] Act as an information elicitation agent for academic interviews.

[User] Yes 2018 may, in May 2018, that’s when I qualified from Makerere University, college of health science

[Assistant] Congratulation

[User] In Bachelor of Science in medicine and surgery

[Assistant] ... did you go for the party

[User] Our graduation will be on January, around 20th January and everyone is invited

[Assistant]
And ... will be number one

laughs, ok, good to hear that and then let’s look at the demographics of the patients that you see, what are the common illness that you have treated since you came in?


[System] Act as an information elicitation agent for academic interviews.

[User] In Bachelor of Science in medicine and surgery

[Assistant] ... did you go for the party

[User] Our graduation will be on January, around 20th January and everyone is invited

[Assistant]
And ... will be number one

laughs, ok, good to hear that and then let’s look at the demographics of the patients that you see, what are the common illness that you have treated since you came in?

[User] Since I came in?

[Assistant] Yes since you came in


[System] Act as an information elicitation agent for academic interviews.

[User] Our graduation will be on January, around 20th January and everyone is invited

[Assistant]
And ... will be number one

laughs, ok, good to hear that and then let’s look at the demographics of the patients that you see, what are the common illness that you have treated since you came in?

[User] Since I came in?

[Assistant] Yes since you came in

[User] Since I came in, right now am in the main medicine ward, but I also go cross to the female medicine ward and sometimes at the emergencies, yes to look at the distribution, disease distribution, I see more of liver disease in the elderly people, liver disease is very common, hypertension, PUD also being very common but in children I have noticed RHD, RHD is one of the problem in children and sickle cells disease, those two stand out

[Assistant] These two stand out?


[System] Act as an information elicitation agent for academic interviews.

[User] Since I came in, right now am in the main medicine ward, but I also go cross to the female medicine ward and sometimes at the emergencies, yes to look at the distribution, disease distribution, I see more of liver disease in the elderly people, liver disease is very common, hypertension, PUD also being very common but in children I have noticed RHD, RHD is one of the problem in children and sickle cells disease, those two stand out

[Assistant] These two stand out?

[User] Yes, in children although sickle cells is more but we have seen common cases of RHD in children, actually on my very first day here, I got a child with RHD and I was running around to see how to get help then I had to do echo, I had to do what..., those things are not done here at the hospital, then I noticed there was a project here that was doing that and that helped

[Assistant] Ok good

[User] But subsequently I kept getting in touch, but common among children

[Assistant] Which other age group do you see with them?


[System] Act as an information elicitation agent for academic interviews.

[User] But subsequently I kept getting in touch, but common among children

[Assistant] Which other age group do you see with them?

[User] RHD?

[Assistant] Yes

[User] RHD in early adulthood, I have seen it in 22, twenties early, I have not seen it in the elderly, middle age adults, I have not yet seen it there

[Assistant] You have not yet seen it?


[System] Act as an information elicitation agent for academic interviews.

[User] RHD?

[Assistant] Yes

[User] RHD in early adulthood, I have seen it in 22, twenties early, I have not seen it in the elderly, middle age adults, I have not yet seen it there

[Assistant] You have not yet seen it?

[User] Yes

[Assistant] Ok, before we get there but we are just on track ok so let’s talk abit about the, your RHD training and management, have you received any training during school?


[System] Act as an information elicitation agent for academic interviews.

[User] In internal medicine

[Assistant] Yes

[User] We went through many cardiac conditions like RHD was one of the Topics, that we came across, also during the affluent prayers, we would actually come across patients

[Assistant] The patients?

[User] And we would be taken through but not as a special course or a special training but the knowledge I was using was basically what I came with at school and then with the help of my supervisors around but am not trained in the disease in particular

[Assistant] Ok so does that mean that after your graduation, you have not yet had any training?


[System] Act as an information elicitation agent for academic interviews.

[User] After my graduation of course I haven’t

[Assistant] Not yet...

[User] I had a period of about 5 months where we were just waiting for internship, you get it, in that period, there were trainings with the ministry of health which I went through but the one I went through was something to do with haemorrhagic fever, Ebola management, Marburg and the rest, those were our training CBC infections control

[Assistant] Right

[User] Yes

[Assistant] So you have not had any training on RHD?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes

[Assistant] So you have not had any training on RHD?

[User] But on this, no...

[Assistant] Ok

[User] Not yet

[Assistant] And then in a day, how many RHD patients do you normally, typically see?


[System] Act as an information elicitation agent for academic interviews.

[User] Not yet

[Assistant] And then in a day, how many RHD patients do you normally, typically see?

[User] If am to say in a day, on average I can say maybe one

[Assistant] one?

[User] Yes ok so where I am, I can see only one, so in a week, you could say maybe 3 also

[Assistant] And then are they usually outpatient or inpatients?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes ok so where I am, I can see only one, so in a week, you could say maybe 3 also

[Assistant] And then are they usually outpatient or inpatients?

[User] They usually come as referrals from health centers, you know if their symptoms worsen, they have tempted to be treated and they fail

[Assistant] Hmm

[User] But when they reach here, we actually realise they don’t come with the diagnosis of RHD, they come, they come with you know somehow being managed with malaria, malaria but not the coughing, respiratory tract infections, they come when they are badly off, doing badly so they come here, so it’s usually from here that we notice, we are dealing with RHD here.I have not yet received a patient who has come with RHD as a diagnosis from down

[Assistant] You have not seen?


[System] Act as an information elicitation agent for academic interviews.

[User] They usually come as referrals from health centers, you know if their symptoms worsen, they have tempted to be treated and they fail

[Assistant] Hmm

[User] But when they reach here, we actually realise they don’t come with the diagnosis of RHD, they come, they come with you know somehow being managed with malaria, malaria but not the coughing, respiratory tract infections, they come when they are badly off, doing badly so they come here, so it’s usually from here that we notice, we are dealing with RHD here.I have not yet received a patient who has come with RHD as a diagnosis from down

[Assistant] You have not seen?

[User] From the health centers, usually we discover from here that we are dealing with RHD

[Assistant] So what are the normal, usually which symptoms do they present to you when they come?


[System] Act as an information elicitation agent for academic interviews.

[User] But when they reach here, we actually realise they don’t come with the diagnosis of RHD, they come, they come with you know somehow being managed with malaria, malaria but not the coughing, respiratory tract infections, they come when they are badly off, doing badly so they come here, so it’s usually from here that we notice, we are dealing with RHD here.I have not yet received a patient who has come with RHD as a diagnosis from down

[Assistant] You have not seen?

[User] From the health centers, usually we discover from here that we are dealing with RHD

[Assistant] So what are the normal, usually which symptoms do they present to you when they come?

[User] They usually present with high fever, you find they usually come with high fever, tachacicadic, you know breathless, some of them are in failure already, heart failure already with difficulties in breathing, not so much coughing but with difficulties in breathing, you know with heart failure with its symptoms, difficulties with breathing and some cough there but yes, also some of them with articulation

[Assistant] Ok and then let’s look at what you have been taught, what is your understanding of this disease? RHD?


[System] Act as an information elicitation agent for academic interviews.

[User] From the health centers, usually we discover from here that we are dealing with RHD

[Assistant] So what are the normal, usually which symptoms do they present to you when they come?

[User] They usually present with high fever, you find they usually come with high fever, tachacicadic, you know breathless, some of them are in failure already, heart failure already with difficulties in breathing, not so much coughing but with difficulties in breathing, you know with heart failure with its symptoms, difficulties with breathing and some cough there but yes, also some of them with articulation

[Assistant] Ok and then let’s look at what you have been taught, what is your understanding of this disease? RHD?

[User] From school, my understanding right from class is that RHD is haematological related and to begin with what professor used to tease us was that this problem is the problem of the third world countries, yes, it’s the disease of the poor, they get respiratory tract infection and they may get neglected or don’t treat it aggressively and they end up getting the problem, the problem comes from what we call a genetic mimicry, the organisms usually streptococcal, that has the ability to induce the immune activity in the body, that immunological activity may result into the formation of anti-bodies against the organism, however these anti bodies or the organisms, they target, these targets on the organism may resemble some structures of the body system, one among them is the valves, could be the kidney, can be the joints, so at the end of the day, these anti bodies end up attacking both the organism and the body structure, therefore leading to RHD,with all its symptoms

[Assistant] Ok and then could you be, are you aware of the link between the sore throat and RHD?


[System] Act as an information elicitation agent for academic interviews.

[User] They usually present with high fever, you find they usually come with high fever, tachacicadic, you know breathless, some of them are in failure already, heart failure already with difficulties in breathing, not so much coughing but with difficulties in breathing, you know with heart failure with its symptoms, difficulties with breathing and some cough there but yes, also some of them with articulation

[Assistant] Ok and then let’s look at what you have been taught, what is your understanding of this disease? RHD?

[User] From school, my understanding right from class is that RHD is haematological related and to begin with what professor used to tease us was that this problem is the problem of the third world countries, yes, it’s the disease of the poor, they get respiratory tract infection and they may get neglected or don’t treat it aggressively and they end up getting the problem, the problem comes from what we call a genetic mimicry, the organisms usually streptococcal, that has the ability to induce the immune activity in the body, that immunological activity may result into the formation of anti-bodies against the organism, however these anti bodies or the organisms, they target, these targets on the organism may resemble some structures of the body system, one among them is the valves, could be the kidney, can be the joints, so at the end of the day, these anti bodies end up attacking both the organism and the body structure, therefore leading to RHD,with all its symptoms

[Assistant] Ok and then could you be, are you aware of the link between the sore throat and RHD?

[User] Yes, usually because the streptococcal is always along the respiratory tract, so it starts with the throat, it starts with the throat, if not treated well with proper anti biotics, it can translocate into the circulation, then from the circulation the issue now starts in the immunological relations

[Assistant] Were you told about how to prevent RHD


[System] Act as an information elicitation agent for academic interviews.

[User] Yes, usually because the streptococcal is always along the respiratory tract, so it starts with the throat, it starts with the throat, if not treated well with proper anti biotics, it can translocate into the circulation, then from the circulation the issue now starts in the immunological relations

[Assistant] Were you told about how to prevent RHD

[User] Yes, we got to know that sore throat should not be treated, you know reluctantly, it must be treated aggressively with proper anti biotics but given the system oh...of course we would, we would with a sore throat, and we would think of sore throat, we would do microbiology of the cell but usually treat our patients systematically here die to exhaust irritations, we can do the microbiology test to find out which organism exactly we are dealing with, then we must prefer ah... broad spectrum anti biotics could be good like broad spectrum respects anti biotics say amoxixaslin clastic as to be able to cover maybe as our first line but like I told you in my first statement, it’s the disease of the poor, in most cases these drugs must be expensive, a little expensive and people just end up with the local herbs and they think it can go with that, then they end up being a problem

[Assistant] Do you know of any local herbs that people around here normally use for sore throat?

[User] Here they normally tell me they boil, they boil lemon leaves, then squeeze in it also the lemon,make some coco just to try and sooth the sore throat and cough of course I don’t know if it works for them but it just seems to me as if they end up with us to the hospital

[Assistant] Do you usually get patients coming in with sore throat? Is it a common tradition that is here?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes, we got to know that sore throat should not be treated, you know reluctantly, it must be treated aggressively with proper anti biotics but given the system oh...of course we would, we would with a sore throat, and we would think of sore throat, we would do microbiology of the cell but usually treat our patients systematically here die to exhaust irritations, we can do the microbiology test to find out which organism exactly we are dealing with, then we must prefer ah... broad spectrum anti biotics could be good like broad spectrum respects anti biotics say amoxixaslin clastic as to be able to cover maybe as our first line but like I told you in my first statement, it’s the disease of the poor, in most cases these drugs must be expensive, a little expensive and people just end up with the local herbs and they think it can go with that, then they end up being a problem

[Assistant] Do you know of any local herbs that people around here normally use for sore throat?

[User] Here they normally tell me they boil, they boil lemon leaves, then squeeze in it also the lemon,make some coco just to try and sooth the sore throat and cough of course I don’t know if it works for them but it just seems to me as if they end up with us to the hospital

[Assistant] Do you usually get patients coming in with sore throat? Is it a common tradition that is here?

[User] It is not, it’s not usually for patients to come complaining that they have a sore throat, they come when maybe I don’t know maybe because this is a regional referral hospital, they become when maybe its pneumonia, they are coughing badly they come with difficulties in breathing and they have tried with their cough elsewhere, it has progressed away from sore throat

[Assistant] So why that sore throat is is not taken like seriously?