The writing of international students, who tend to be but not necessarily entirely–English language speakers–can be a source of stress for faculty at many colleges and universities. It’s understandable; after all, these young people come from a different culture and are not familiar with certain taboos, rules of conduct, and social expectations that may not be common among their native countries. Add to this the often-hidden costs of living in a new country, and it is little wonder that students’ first experiences at college are often fraught with anxiety over whether they will be able to behave with honor among their fellow international students.
虽然我教的两门课程的语法和词汇不同，但我们的课程有很多共同点。 一个主要区别是修辞手段的数量——以及每种手段的性质。 但是，存在许多差异。 在这两堂课中，我都面临着如何提出论点的问题。 在国际学生 论文代写 作中，表面错误的数量——例如，使用现在时的“我”和过去时的“你”——通常比美式写作要多得多。 这并不奇怪，因为为了接触目标受众，学生必须准备跨越语言和音高界限。
One of the most common causes of “surface errors” in the communication of international students is the use of gendered pronouns in the English language. For example, many American and British colleges make it a point to avoid the use of “he” or “she” in the classroom. A majority of these faculty members, despite espousing these strict rules, sometimes fail to enforce them. Some even resort to resorting to physical force to enforce their rules. The result is an atmosphere of intolerance on the part of some faculty members towards language learning that borders on discrimination. Ultimately, this type of cultural preference–sometimes manifested in hostile behavior–is harmful to all concerned.
Despite arguments against this kind of prejudice on the part of teachers and other administrators, a certain amount of tolerance toward culture must be allowed. A multicultural education should not be considered equivalent to a failure of understanding. As such, there are certain “rules” that teachers and other administrators must impose when dealing with differences in cultural preferences among international students. Failure to do so can result in numerous and serious “surface errors” in the transmission of academic knowledge from teacher to student.
Some of these mistakes are easy to spot; others are more difficult to identify. The most common mistake made by professors and other language learning professionals toward American and British English language learners is using “he” or “she” in place of the proper gender pronouns. One very subtle but widespread error in teaching American and British English language learners is the tendency to assume that “he” and “she” refer to the same thing. This kind of bias is so ingrained in our society that we tend to consciously ignore it. The consequences of this oversight are too numerous to list in this article.
The second most common error committed by those who participate in an ESL (English as a Second Language) writing center, which is the case for most English language learners, is the failure to provide students with the appropriate balance of theory and practice. In order for students to learn English, they must acquire the skills necessary to analyze, manipulate, and communicate with both people and ideas from across cultural boundaries. Teachers cannot
expect their students to possess the necessary academic and linguistic competencies for successful international student writing at a writing center without introducing students to the basic concepts of identity formation and identity-promotion strategies. A good writing center or ESL teacher must therefore include discussions on identity formation, as well as strategies for incorporating language diversity into everyday life.
It is not enough for a student to understand how to analyze and communicate about different cultural identities. It also takes a significant quantity of time and resources for a student to fully develop these skills. By introducing writing conferences to English language learning curriculum, teachers help improve English language learning and enhance students’ ability to engage with the various cultures and identities that are prevalent all over the world.
Unfortunately, not all teachers understand the benefits of introducing writing conferences into their classrooms. These instructors mistakenly believe that the benefits of such conferences only apply to classroom assignments, group work, and exams. The reality of the situation is that these programs bring together two important elements – the teacher and his/her students – in a way that can be very beneficial to everyone. Moreover, such programs instill core academic and linguistic competencies that translate extremely well to real-life situations where English is the primary medium of communication.
Site Title 