What will the woman do during her next art history class?

[Advisor (mate)] Good afternoon, Elle. Come on in and have a seat. It’s sure been a long time
   since I’ve met with you, hasn’t it?
[Student (female)] Yeah...I haven’t seen you since I signed up for classes at the end of last year. It’s
   been a whole semester, I guess.
[Advisor] And how are your chemistry classes going? Are you still happy that you chose
   chemistry as your major?
[Student] Oh yeah. I love it. My chemistry classes this semester are going great. Actually,
   that’s not what I’m here to talk to you about.
[Advisor] Q4 Well, what can I help you with today?
[Student] It’s a problem with the elective I’m taking.
[Advisor] [trying to remember] Hmm...your elective...which is, um ...er...
[Student] [reminding her advisor] Art history.
[Advisor] Oh, that’s right. Well...what’s wrong?
[Student] Q1 It’s just--this is the first time I’ve ever taken a seminar...and, I don’t know
   ...the class format is so different from what I’m used to.
[Advisor] In what way?You mean because it’s not a lecture-oriented class?
[Student] Exactly. I mean, I’m comfortable with lecture-style classes because that’s what
   my chemistry classes are always like. And all my other math and science
   classes, too. Q1 But I feel so out of place in my art history seminar.
[Advisor] I see. Seminar-style classes do take a little bit of getting used to, especially if
   you’ve only had lecture classes before. Q5 The whole point of the
   seminar is to get students to talk about their opinions and really get involved
   with the subject matter, rather than just listening to the professor talk. So, urn,
   participation is essential to your grade.
[Student] Yeah--exactly. That’s why I’m worried. I mean, give me a report to do
   or a research assignment. I’m good at those things. And I’ve always received
   high grades on them. Q1 But 1 got an e-mail yesterday from my art history
   professor saying that I’ve got to step up my participation in class or my grade is
   going to suffer,
[Advisor] Are you having trouble understanding the subject matter?
[Student] No, that’s not it at all. I’m really interested in what we’re studying. We just
   finished a unit on the Impressionist painters, and we talked about a lot of
   paintings that I’ve always liked. You know...by people like Claude Monet and
   Mary Cassatt. And the next unit is on the early twentieth-century painters, which
   sounds fascinating.
[Advisor] Good. I can see you’re certainly enthusiastic about the class material.
[Student] Definitely...I think it’s really neat. And I feel like I have a good handle on
   everything we’re learning. Q2 My only problem is that I, um, I seem to have
   this fear of participating.
[Advisor] Well...I know you’re a good student, so I’m confident you’ll be able to overcome
   the problem. But you’ll have to step outside your comfort zone and speak up in
   class more.
[Student] Q1 But I just don’t know how to do that, Do you have any ideas?
[Advisor] Q3 Here...why don’t you do this? Start out by voicing one comment per class.
   When you’re preparing for your next class and doing the readings on twentieth-
   century painters, make notes about possible points you could bring up during
   the seminar. Like...um, things that make one painter’s work different from the
   others. Or find one painting that you really like and talk about why you like it.
[Student] Q3 OK, I could do that,
[Advisor] Yeah. Don’t put too much pressure on yourself. You’re not going to be graded on
   the quality of your comments or anything.You just need to show your professor
   that you’re thinking about the material and you’re engaged in the class. Then,
   after a few classes, try moving from one comment to two...and so on.
[Student] That’s a great idea.Thanks so much.
[Advisor] Of course. And make sure to let me know how it works out.