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Custom «Challenges International Students Face» Essay Paper

Custom «Challenges International Students Face» Essay Paper

Studying abroad is a common practice for many students all around the world. It gives the opportunity to exchange experiences and expand the academic circle of acquaintances. Moreover, after getting a good education, students can significantly contribute to their alma maters, preserving vital knowledge obtained abroad (Özturgut and Murphy 375). The stream of potential students, who cross the borders, is a part of the inevitable process of world globalization. For many of them, life in a foreign country can be a primary challenge, due to a difficult financial situation. Their families may not have enough resources to meet the costs of studying abroad. International students care about a quality of education, campus life issues, as well as about safety and security. According to federal laws, most of them have no privilege of applying for financial aid (Bista and Foster 3). However, the biggest challenges, which international students face, are usually related to language, cultural, and academic contexts.

Educational and General Social Standards

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Challenges for International Student in Something Inside is Saying ‘No’

Students, who study abroad, could be considered as the most capable ones in their motherlands. Thus, when they are confronted with language and academic problems, and no longer keep positions among the best students, it can make them fall in a depressive state and provoke the inner desire to resist changes. The social environmental challenges that are faced by the international postgraduate students could be categorized into the following groups: cultural difficulties, language difficulties and communication problems (Talebloo and Bin Baki 141). Academic complexities can be defined as a separate group, which considers the features of the academic system, teaching methodology and faculty supervisor (Talebloo and Bin Baki 142). This type of challenge concerns, first of all, postgraduate students because it is particularly difficult for them to adapt to an unfmiliar system, given their experience in the framework of native traditions and concepts.

Helen Fox has closely communicated with one of such students. In the part of her book Listening to the World: Cultural Issues in Academic Writing, which is named Something inside is Saying No (65), the author talked about her friend from Nepal, who experienced severe disappointment at the fact that his style of writing was not assessed by professors. Surya attended Helena’s classes during some period of time and was her fellow student in other ones; thus, she was deeply interested to know the reasons of Surya’s attitude towards the criticism of professors.

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Surya was a well-mannered, polite, but proud and self-sufficient man. He told Helen that in Nepal, she could read his articles in newspapers and even a book (Fox 65). He considered himself an experienced and accomplished writer. Helena was surprised because she never heard about him as the well-known author. Years ago, Surya was presented to her by professors as the potential student with some writing problems. It clearly showed the differences in educational levels and general social standards between Nepal and the United States. However, Surya was convinced that his writing style did not require any substantial improvements. His attitude can be explained by the fact that he had no opportunity to receive a full secondary education. Nevertheless, Surya had a Master’s degree in economics. Obviously, it was the object of his pride. He grew up under the influence of his elder brother and parents, who took care of his development, instilled love towards traditions, and encouraged his reading religious tracts. The student positioned himself as a person, who achieved a lot in life without the help of others, except his parents and elder brother. Surya explained Fox: “I can write, Helen. It may not seem so here, but I am a writer,” (Fox 68). Therefore, comments of professors caused lots of embarrassment to him.

Academic Writing and Culltural Challenge in Something inside is Saying ‘No’

Surya faced not only academic and social inconsistencies, but cultural as well. Helen highlighted that Surya has never spoke about anyone or anything negatively. However, he was deeply disappointed and saddened when he was advised to improve his writing style. In fact, Surya understood it as if he has to make it more American. It became an additional reason for annoyance.

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From the Surya’s point of view, a way of criticism was the fundamental cultural difference between Nepal and America. Surya explained Helene that, from the viewpoint of Nepalese readers, any story or article cannot be written directly and harshly. The writer must describe the background of an event, should explore the historical aspects and only then, and very delicately, proceed to the main idea. In the Surya’s culture, there was no place for direct criticism, which was abusive for those to whom it was addressed. In his home country, he was considered as a good writer, as he followed the Nepal traditions of writing. In America, he faced criticism and misunderstanding. Professors wanted him to present more direct statements in articles. It went counter to personal beliefs of Surya.

Fox acknowledged that Western professors did not differentiate cultural inconsistencies and problems in the writing style. Their criticism showed that both aspects were complementary, according to their perception. Fox explained: “Nobody wanted to suggest openly that it might be a deficit in intellectual preparation, a thinking problem,” (70). Thus, it was difficult to understand for her or other American scholars that improving style meant for Surya breaking something important inside him. The education was not aimed at disclosing his unique potential, accompanied by distinctive style and developing his personal skills. It promoted the distinct academic standards, which challenged Surya’s ideology, and forced him to overcome painful inner transformations.

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