Students Studying Abroad .au



Students Studying Abroad

Education is important in today's life. There are many students around the world who want to study abroad. Australia is one of countries where many students come to study. Studying abroad is a popular choice among students today, however is the best?

There are advantages as well as disadvantages with studying abroad. Firstly, students have the chance to learn and improve a new language. There is nothing better than to learn languages with natives. Students can practise with local people when they study at school, so students improve their listening and speaking skills. It is also chance to experience new cultures and life styles. It could improve the chance to get new

opportunities which help a student in the Figure 1 Students from Japan and India future to find jobs over the world. Honkong

Secondly, students become organized and self confident studying abroad which helps them in their study as well as life. There are good and bad things in every society. Living abroad is like learning what the big world looks like and how to face the difficulties. Also the experience helps to improve a student's independence.

On the other hand, one disadvantage of living or studying aboard is living in a different place and culture. When students go abroad they are living somewhere very different and it is not easy to understand the language which is very difficult to speak. They may also come across many problems for example different food, bad weather and no friends. Students can also become homesick. Some home stays are not good. The cost of living is expensive abroad like expensive rent, school fees, and food.

Last, but not the least, adapting to a new environment is a real challenge for foreign students. While changing climate can affect their health, life may turn into a struggle for survival in a strange country. If students do not have enough physical and mental strength, they will fail to adjust in a new environment.

In conclusion, while studying abroad offers great opportunities for a better future, it also is a challenge which students must overcome to fulfil their dreams. Therefore, if you have a chance, I think you should take it but be prepared for many challenges and changes.

Words: 365

Analysis of School Newsletter

A school newsletter is for parents of students who attend the school but student will also read the newsletter. This article is good for students and their parents if they are thinking about being an exchange student or travelling to go to school in another country. Articles are written to promote the school or an issue and make it sound good. I tried to make studying abroad sound good. I used a heading to attract readers and a photo of students at school smiling to influence the reader to think positive thoughts about studying in Australia. The ideas are organised by firstly and secondly and begin with the advantages before the disadvantages for studying in Australia. My conclusion is in the last paragraph and it is a balanced conclusion to show positive and negative impacts.

Words: 135

Performance Standards for Stage 2 English as a Second Language

| |Knowledge and Understanding |Analysis |Application |Communication |

|B |Well-considered knowledge and understanding of |Effective analysis of the |Effective and considered selection and use |Usually clear and coherent writing|

| |the ideas, concepts, and issues in texts. |relationship between the |of information from a range of sources. |and speaking, with a sound |

| |Detailed knowledge and understanding of the |purpose, structure, and |Systematic meaning that is conveyed and |vocabulary. |

| |relationship between contexts and texts. |language features of a range |exchanged appropriately in familiar and |Evidence of sound grammatical |

| |Effective and considered knowledge and |of texts. |unfamiliar contexts. |control and complexity. |

| |understanding of the ways in which texts are |Effective and considered |Effective use of text-appropriate language |Proficient use of formal and |

| |composed for specific purposes and audiences. |location, recording, |features to make meaning. |objective language. |

| |Effective and considered knowledge and |analysis, and synthesis of |Effective interaction with other people in |Effective use of interpersonal |

| |understanding of context-specific or technical |ideas, information, and |order to obtain or convey information and |language to sustain spoken |

| |vocabulary. |opinions from a range of |opinions. |interaction. |

| | |texts. | | |

|C |Considered knowledge and understanding of the |Appropriate analysis of the |Appropriate selection and use of |Generally clear and coherent |

| |ideas, concepts, and issues in texts. |relationship between the |information from a range of sources. |writing and speaking, with an |

| |Appropriate knowledge and understanding of the |purpose, structure, and |Simple meaning that is conveyed and |appropriate vocabulary. |

| |relationship between contexts and texts. |language features of a range |exchanged appropriately in familiar and |Evidence of appropriate |

| |Some considered knowledge and understanding of |of texts. |unfamiliar contexts. |grammatical control and |

| |the ways in which texts are composed for |Appropriate location and |Some considered use of text-appropriate |complexity. |

| |specific purposes and audiences. |recording, and some analysis |language features to make meaning. |Appropriate use of formal and |

| |Some considered knowledge and understanding of |and synthesis of ideas, |Appropriate interaction with other people |objective language. |

| |context-specific or technical vocabulary. |information, and opinions |in order to obtain or convey information |Appropriate use of interpersonal |

| | |from a range of texts. |and opinions. |language to sustain spoken |

| | | | |interaction. |

|D |Some recognition and understanding of the |Partial recognition of the |Partial selection and use of information |Occasionally clear and coherent |

| |ideas, concepts, and issues in texts. |relationship between the |from a narrow range of sources. |writing and speaking, with a |

| |Some recognition and understanding of the |purpose, structure, and |Partial meaning that is conveyed and |restricted vocabulary. |

| |relationship between contexts and texts. |language features of a range |exchanged in a narrow range of familiar and|Evidence of partial grammatical |

| |Some recognition and awareness of the ways in |of texts. |unfamiliar contexts. |control and complexity. |

| |which texts are composed for specific purposes |Some location, recording, and|Partial use of text-appropriate language |Restricted use of formal and |

| |and audiences. |description of ideas, |features to make meaning. |objective language. |

| |Some recognition and understanding of |information, and/or opinions |Some interaction with other people in order|Basic use of interpersonal |

| |context-specific or technical vocabulary. |from a text. |to obtain or convey simple information and |language to sustain spoken |

| | | |opinions. |interaction. |

|E |Limited recognition or awareness of the ideas, |Limited recognition of the |Limited selection and use of information |Limited clarity and coherence in |

| |concepts, and issues in texts. |relationship between the |from a narrow range of sources. |writing and speaking, with a |

| |Limited awareness of the relationship between |purpose, structure, and |Limited meaning that is conveyed and |limited vocabulary. |

| |contexts and texts. |language features of a range |exchanged in a narrow range of familiar |Evidence of limited grammatical |

| |Limited recognition or awareness of the ways in|of texts. |contexts. |control or complexity. |

| |which texts are composed for specific purposes |Attempted location and |Attempted use of text-appropriate language |Attempted use of formal and |

| |and audiences. |recording and recount of |features to make meaning. |objective language. |

| |Limited recognition or awareness of |simple ideas, information, or|Attempted interaction with other people in |Attempted use of interpersonal |

| |context-specific or technical vocabulary. |opinions from a text. |order to obtain or convey simple |language to sustain spoken |

| | | |information and opinions. |interaction. |

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Knowledge and Understanding

Demonstrates detailed knowledge and understanding of the relationship between contexts and texts as the linguistic choices are determined by the contextual factors. Written from Australia in the 21st century (e.g. find jobs over the world). However, the term “natives” is awkward in this cultural context.

Application

Demonstrates sound use of text appropriate languages features to make meaning, for example varying sentence structure to keep the writing interesting including both simple and compound sentences.

Analysis

Demonstrates appropriate analysis of the relationship between the purpose and the structure of the article for the newsletter such as using a headline and photo to attract an audience.

Additional comments

• Demonstrates usually clear and coherent writing with a sound vocabulary. The language is fluent, the meaning is explicit and the choice of words demonstrates a technical vocabulary (e.g. advantages, experience, student’s independence, foreign, environment).

• Throughout this newsletter article there is evidence of sound grammatical control and complexity including complete sentences, accurate punctuation and consistent tenses.

• Throughout the article there is evidence of sound knowledge and understanding of context-specific vocabulary as the student appropriately uses terms like organized, experience, independence, challenges and changes.

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