- Mar 2020
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learning.oreilly.com learning.oreilly.com
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Empathy — the capacity to recognize or understand another’s state of mind or emotion — is necessary to appreciate what is important in someone else’s life
a definition of Empathy
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- Dec 2019
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qingyangalice.wordpress.com qingyangalice.wordpress.com
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These doctrines prohibited me to challenge others and encouraged me to conform to the rules the school had set to me. Therefore, when I first arrived at BC, my view of a good student was submissive and diligent. Challenging teachers and classmates never occurred to me at that time.
I moved my personal experience from the first paragraph to here because I think this example supported the theory of “viewing teachers as authorities in Chinese education”. This would be a good illustration of the reasons why Chinese students do not engage actively in college.
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When I first came to the US, I saw a lot of familiar Chinese fellows. According to Open Doors Data (Institute of International Education 2013a), the number of Chinese international students in American colleges reached 93,789 during the 2012/2013 academic year, an almost tenfold growth from the 9,955 students enrolled in 2006/2007, and now they make up the largest proportion (27.6 per cent) of international undergraduate students in the United States (Institute of International Education 2013b).
I added the statistics to show the fact that even though the quantity of Chinese students is large, the extent of their participation is relatively low. I did this because I wanted to inform readers of this issue with specific statistics before digging into the causes behind the disengagement. Faced with this fact, they will realize the importance of this issue and want to know the reasons behind the phenomenon. Thus, they are willing to read my essay.
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As a English language learner professor, Lynne Anderson tried to devise a variety of methods to engage Chinese students in her class.
I added the interview from Ms Anderson to provide a good example of a faculty trying to solve such a problem. I did this because other faculties could use it as a reference to design their own ways to help Chinese students.
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why does it matter?
I inserted this new paragraph to discuss “why engaging Chinese students is important”, because I want to show that Chinese students have the potential to contribute to the American society both intellectually and economically, and persuade the college faculties to make effort to help make their adjustments successful.
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The theory that different definitions of a good student account for different extents of engagement was convincing to me. Looking back at my past study experience in China, I found myself accurately fit into the model of a good Chinese student but not a good student for the American system.
Based on the micro-level theory of socialization, I moved my first paragraph here to use it as an example to illustrate the different definitions of a good studeny between the US and China. It served as an example of how students’ behavior are shaped by home environments, parental and teacher expectation, and how environment influenced the attitude and ideology one formed towards school and study.
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qingyangalice.wordpress.com qingyangalice.wordpress.com
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At this point, one may question: why does it matter?
I inserted this new paragraph to discuss “why engaging Chinese students is important”, because I want to show that Chinese students have the potential to contribute to the American society both intellectually and economically, and persuade the college faculties to make effort to help make their adjustments successful.
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These doctrines prohibited me to challenge others and encouraged me to conform to the rules the school had set to me. Therefore, when I first arrived at BC, my view of a good student was submissive and diligent. Challenging teachers and classmates never occurred to me at that time.
I moved my personal experience from the first paragraph here, because I think this example supported the theory of “viewing teachers as authorities in Chinese education”. This would be a good illustration of the reasons "why Chinese students do not engage actively in college".
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When I first came to the US, I saw a lot of familiar Chinese fellows. According to Open Doors Data (Institute of International Education 2013a), the number of Chinese international students in American colleges reached 93,789 during the 2012/2013 academic year, an almost tenfold growth from the 9,955 students enrolled in 2006/2007, and now they make up the largest proportion (27.6 per cent) of international undergraduate students in the United States (Institute of International Education 2013b).
I added the statistics to show the fact that even though the quantity of Chinese students is large, their extents of participation are relatively low. I did this because I wanted to inform readers of this problem with concrete statistics and face, before I analyzed the cause of disengagement. This may help them better understand my following paragraphs.
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Thankfully, BC faculties have already raised the awareness and taken actions to help Chinese international students with their adaptation. As a English language learner professor, Lynne Anderson tried to devise a variety of methods to engage Chinese students in her class.
I added the interview from Ms Anderson to provide a good example of a faculty trying to solve such a problem. I did this because other faculties could use it as a reference to design their own ways to help Chinese students.
-
The theory that different definitions of a good student account for different extents of engagement was convincing to me. Looking back at my past study experience in China, I found myself accurately fit into the model of a good Chinese student but not a good student for the American system.
Based on the micro-level theory of socialization, I moved my first paragraph here to use it as an example to illustrate the different definitions of a good studeny between the US and China. It served as an example of how students’ behavior are shaped by home environments, parental and teacher expectation, and how environment influenced the attitude and ideology one formed towards school and study.
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qingyangalice.wordpress.com qingyangalice.wordpress.com
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This question resonates with my thoughts. To me, most parts of the world are mysterious and unknown. I only have a limited lifetime to explore the limitless world and need to find my own way life’s full potential. Thus, I try to keep myself busy and fill all the blanks of my schedule at college. I believe I must be able to get as many experiences as possible by planning and doing effectively. I spend most of the time immersing in the external world: working, socializing, exercising, playing, etc. However, the problem is that I do not feel satisfied. Disappointed, I ask myself: isn’t my life confined by these external stimuli? Don’t I forget that I have a limitless internal world to discover and explore?
I made a revision by adding my personal thoughts and experiences here. In my primary draft, I include a lot of quotations yet little thoughts and feelings of my own. However, I think it is my response to the passage that catches readers’ attention and shows my orginial thoughts. Therefore, I replace some quotations and descriptions with my personal response and connection to the essay.
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In the essay “Open door”,
This essay is a response paper to Solnit’s “Open Door”. I chose to work on this for two reasons. First, I think the ideas of “getting lost” in the essay insightful to my life. I want to get a deeper understanding of this idea through new revision. Second, I wrote this essay at the start of semester. I want to revise it now to check what specific writing progress I have made.
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qingyangalice.wordpress.com qingyangalice.wordpress.com
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As a English language learner professor, Lynne Anderson tried to devise a variety of methods to engage Chinese students in her class.
I added the interview from Ms Anderson to provide a good example of a faculty trying to solve such a problem. I did this because other faculties could use it as a reference to design their own ways to help Chinese students.
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why does it matter? In my view, it mattered because disengagement not only jeopardized Chinese students’ cultural adjustments but also limited the development of American society.
I inserted this new paragraph to discuss “why engaging Chinese students is important”, because I want to show that Chinese students have the potential to contribute to the American society both intellectually and economically, and persuade the college faculties to make effort to help make their adjustments successful.
-
These doctrines prohibited me to challenge others and encouraged me to conform to the rules the school had set to me. Therefore, when I first arrived at BC, my view of a good student was submissive and diligent. Challenging teachers and classmates never occurred to me at that time.
I changed my personal experience from the first paragraph to here because I think this example supported the theory of “viewing teachers as authorities in Chinese education”. This would be a good illustration of the reasons why Chinese students do not engage actively in college.
-
. Looking back at my past study experience in China, I found myself accurately fit into the model of a good Chinese student but not a good student for the American system. In my high school,the more obedient and hardworking I was, the more likely my teachers and parents would praise me.
ased on the micro-level theory of socialization, I moved my first paragraph here to use it as an example to illustrate the different definitions of a good studeny between the US and China. It served as an example of how students’ behavior are shaped by home environments, parental and teacher expectation, and how environment influenced the attitude and ideology one formed towards school and study.
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When I first came to the US, I saw a lot of familiar Chinese fellows. According to Open Doors Data (Institute of International Education 2013a), the number of Chinese international students in American colleges reached 93,789 during the 2012/2013 academic year, an almost tenfold growth from the 9,955 students enrolled in 2006/2007, and now they make up the largest proportion (27.6 per cent) of international undergraduate students in the United States (Institute of International Education 2013b).
I added the statistics to show the fact here-that is ,even though the quantity of Chinese students is large, the actual participation is relatively low. I did this because I thought emerging the readers with fact was more convincing and could directly raised their alertness to this issue.
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qingyangalice.wordpress.com qingyangalice.wordpress.com
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This is the site for Alice Zhou
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