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Yu Zhang (Lois)

Bryant Corbin

English 102(VBX)

23 March, 2010

Study Abroad

Nowadays, whether it is proper for graduates to further their study abroad has triggered a heated discussion. Some people contend that it is so miserable and stressful for the youth to study alone thousands of miles away from their family. Whereas, a majority of people recognize it as a significantly beneficial thing for the youngsters to improve themselves. The benefits of studying abroad for higher education are far greater than problems that can be associated with it. Since there is no doubt that furthering their study abroad benefits them by broadening their horizon, enriching their life experiences as well as contributing to their further development.

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First and foremost, studying abroad is a precious opportunity to acquire knowledge and broaden their minds. “I credit my semester abroad with enhancing my interest in the world around me and my desire to understand America in a broader perspective.”(Lauren) argued by Lauren Anne Underhill, a senior journalism major and history minor at Northeastern University in Boston. She grew up in Andover, Mass. and had never traveled outside the U.S. until her study abroad experience. Those who can be involved in foreign schools are generally excellent and hard-working. Since they set a certain goal of furthering study abroad, they will treasure their time on campus and strive for their dreams in order to apply for a first-class university. That’s to say, the process of applying for a foreign school, which needs students’ effort and persistence is a chance to learn. Then, if they successfully become a member of their ideal university, they are able to acquire advanced knowledge and management skills. Furthermore, they can also be provided with a superior language environment which is easier for them to pick up a native language for the reason that it contributes to removing

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language barriers and making communication easier. And also, it is a superior way to broaden their horizons and minds. Students will experience the characteristics of a distinct culture and see the similarities to and differences from their own. They also have access to native history, experience the political polices, enjoy a totally different lifestyle including eating habits, dressing styles and so on. They may also learn more about themselves and the world they live in better.

Second of all, students may become much more experienced after several years abroad. Undoubtedly, it is a superior way to cultivate students’ abilities of adapting to a new environment for they have to deal with many problems, learn how to be accustomed to a different culture and how to make sense of the ways of getting along with foreign teachers and classmates. It is claimed on the online forum of the University of Maryland, “Studying abroad prepares students to live and work in our increasingly multi-cultural world. It stimulates academic discipline, as students learn to function in a different system. It encourages independence, and enhances future job prospects. ” (Study Abroad)

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Making friends with foreigners may also develop their abilities of communicating and socializing. Moreover, students may be confronted with many psychological problems such as feeling stressful, lonely and helpless. They may have to judge things and make decisions by themselves, these are helpful for cultivating their personality and individuality which are exceptionally important in the modern society. Last but not least, those who have furthered their study abroad may be outstanding in their further development. The experience of living abroad may bring them a global vision which makes them a wise thinker with a broader mind. The mixture of the culture in different countries can also stimulate their creativities to some extent. As a result, they can form their unique style that is suitable to themselves. Much more importantly, with the influence of the essence of the foreign culture, they behave in a gentle way which makes them elegant. “Most students that go abroad return exhilarated by the experience. They bring fresh perspectives to the Maryland classroom and are more confident about living in today's world. Studying abroad can be thought of as a lifetime gift - and it is something

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we hope everyone can take advantage of. ” (Study Abroad) also said by the students on the online forum of that university.

Admittedly, it costs a great fortune to further study abroad and places a large burden on the family. Furthermore, students may be confronted with inevitable problems, especially the psychological ones. I believe that these experiences they get during their youth may definitely do a great favor in their further development and become an invaluable fortune.

To conclude, with the dramatically international development, there are enormous connections between countries which may bring increasing opportunities for students to choose another country to further their study. In addition, it helps them to gain a global vision and become the type of person with a great range of knowledge. Students should choose a foreign school to experience the life at the other corner of world which may definitely make their life much more diversified and colorful.

Works Cited

Underhill, Lauren Ann. “Study Abroad” Collegeconfidencial.com.study-abroad>. “Why college Students Should Opt for Learning in

a Foreign Country” W>.

 

第二篇：Argument Essay Structure

Argument Essay Outline (ACAD 103, Unit 9a) ~

Sentences 1-3: Background on the topic of the essay

Sentences 4 & 5: Identification of problem

Sentence 6: Thesis Statement (with a clear position)

(see ACAD 201, Unit 8; ACAD 103 Unit 7a)) Discussing the primary reasons that branding has become such a prevalent issue (using the information from the texts 1-3 in the Reader).

of the Supporting Sentence 1

in students' own words)

Evidence 1.1 (Smith 2005, p.5) (giving reasons, examples, facts, statistics text students found)

Evidence 1.2 …..(citation)

Evidence 2.1 …. (citation)

Evidence 2.2 ….. (citation)

(sts' own research article(s) using a case study)

and Supporting Sentence 1 (developing/explaining the main idea (argument) in students' own words)

Evidence 1.1 (Smith 2005, p.5) (giving reasons, examples, facts, statistics text students found)

Case Study (citation)

Evidence 1.2

Supporting Sentence 2

Evidence 2.1 (citation)

Case Study

Evidence 2.2

(sts' own research article(s) using a case study)

Supporting Sentence 1 (developing/explaining the main idea (argument) in students' own words)

Evidence 1.1 (Smith 2005, p.5) (giving reasons, examples, facts, statistics text students found)

Case Study (citation)

Supporting Sentence 2 Evidence 2.1 (citation)

Case Study (citation)

(sts' own research article(s) using a case study)

Topic Sentence (main argument, including a topic sentence and a controlling idea about the topic, of the whole paragraph in sts' own words) Supporting Sentence 1 (developing/explaining the main idea (argument) in students' own words)

Evidence 1.1 (Smith 2005, p.5) (giving reasons, examples, facts, statistics text students found)

Case Study (citation)

Supporting Sentence 2

Evidence 2.1 (citation)

Case Study (citation)

(sts' own research article(s) using a case study)

Topic Sentence (counter argument but you disagree in sts' own words) Supporting Sentence 1 (developing/explaining the counter argument in students' own words)

Evidence 1.1 (Smith 2005, p.5) (giving reasons, examples, facts, statistics text students found)

Supporting Sentence 2 (developing/explaining the refutation in students' own words)

Evidence 2.1 (citation)

Evidence 2.2

Case Study (citation)

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(ACAD 103, Unit 9b))

1. Restate the purpose, argument or issue.

2. Summarise the key points.

3. Provide general concluding remarks.

Conclusions can also:

- Explain the implications of main points or your research.

- Ask (indirect) questions of the reader, encouraging them to think more about the issue.

- Provide recommendations or suggestions for solutions or action. - Suggest future directions of the issue.

? A paragraph should have a least 2 supporting sentences with a least

one piece of evidence each (ACAD 201 Unit 8, p.8-2/ ACAD 103 Unit 7a/see also ACAD 103 Report Outline h/out).

? For Cohesion and use of Linking/Transitional words and other

cohesive devices, such as see ACAD 103 Unit 7a, supplementary exercises are in ACAD 201 Folder. ? For Paragraph Structure, 'Known- New Information' sentence

structure and Transitions see ACAD 201 Unit 8, supplementary exercises are in ACAD 201 Folder.

? For Analysing and Synthesising information in a paragraph see

ACAD 201 Unit 6, supplementary exercises are in ACAD 201 Folder.

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