Consider the following scenario: You arrive at graduate school in time for the three-day orientation, which consists of a series of workshop training to be a scholar. One half-day session covers the conference proposal and presentation; another trains new students to write seminar papers; a third focuses on the prospectus and dissertation; yet another teaches the composition articles for refereed journals. At the end of three days, you are ostensibly trained in the basics required to contribute to your profession as a scholar and researcher. While you might continue to develop these skills as you advance through exams, dissertations, and professional forums, your program can rest assured that it has done its duty by you, having covered the fundamentals and thereby orienting you
