(Thank you, @Atlas, for this amazing translation!)
. r9 s% y, y5 M我对这文章有两点疑问。
% f2 i' A9 L3 a* O$ R5 B1. 文章题目的来源？4 C+ E; G% q" F9 ]: t n: |* L
作者从何得知美国名校中国留学生退学率 25%的？文章没有标明信息源或引文并且也没说这个数字是怎么计算的。实际上，以我的理解，文章主体根本和该数据的关系都不大。. G' M: d" F( t- Y/ e; h" }
该数据也没有区分本科生和研究生，而实际上，两者的学术体验完全不同。另外，让这个问题变得更令人不解的是关于那两个学生的访谈，一个针对UCLA的一名本科生，另一个是采访一个正申请研究生院的学生...' o7 U( Z+ X, Q( P8 _
我谷歌了一下，不仅找不到任何涉及留学生退学率 25%的研究或数据，甚至连任何在美国的留学生的退学率的研究和数据都找不到。
* F! s6 _4 q, x) K0 h6 n$ T我不觉得留学生的退学率会为美国所担心。假如一个留学生退学了，他要不就是有钱去另一个学校了要不就是回祖国了。根本不影响美国的失业率和街头流浪人员数量。对偶来说，这基本不算值得米国人研究的事儿。6 G- ^$ t0 I4 y @4 \% R
2.作为文章结论的建议不一定有用。
3 N5 P2 \7 ^0 ]: z8 e$ {) H我估计大部分读该文的人都想尽量避免文中俩被访问者遇到的情况。不幸滴是，虽然从一般的角度来说是好的，文章结尾的建议并没给出具体的步骤或例子以便其他的学生和家长来采用。
6 R/ v; |0 V' e% u2 T, W在我在“
+ R4 e" C3 n$ q U( h8 Q去美国留学，要注意什么？”的回答中，我写了一系列的涉及学业学术的我认为有用的建议。
8 v3 p5 I- W0 Q问题中涉及的文章促使我又加了两部分：关于写paper和进行group projects的。! o Z/ Q$ e9 v3 ?1 E1 `6 S
7. 选课（本科）3 o9 u7 R9 w1 P6 |) @4 y0 g
如果你要高gpa，那选对课就是成功的一半。我想大伙都懂为拿高分而学和真正的学习的区别，选课也差不多。
6 W1 @$ E) E' B3 J刚到这边时你可能会有些语言上的问题，所以第一要务是强壮这个软肋。选课时，你应该# S# N. \, \+ e( ]
3 h: E$ Q; b" D: U- 避免有大量reading和writing的课（Literature, History, Economics, Sociology, Journalism, etc)1 b, W. D3 I. D& d0 ~
- 选你已经比较懂的课(Math, Biology, Chemistry, Physics), }6 k9 ~ g; r2 ]% w* n
- 在像"评师网"酱紫的网站上看那帮老师的评分: Koofers: Professor Ratings（注，米国这块网站挺牛的，你们系刚毕业新来的阿喵老师和阿汪老师可能没几天就在上面出现并且有学生评分了）然后？选那些爱给学生高分的教授呗。
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你在新生介绍的时候会有机会见到一位帮你选课的academic advisor。甭全信他的！n周前就自己先做足功课.why?因为一般他们都推荐大一新生选覆盖面很广的课程以提早满足核心的毕业要求。也就是说她很可能推荐你选：' b. l' O* S( f& [, q
% n- H. a% D* t# ^% u" d- 1 math class
; ~7 H! d0 ^( \5 Y - 1 literature class (坏主意，至少从开始来讲是坏主意)
5 v- J- t+ g/ ?- W$ j" i' k$ W2 S7 c - 1 history / economics class (bad!)
/ g1 U" A1 C9 R1 ]. H# `! c4 ] - 1 science class3 n9 z% `% F% n ]2 p8 |/ L7 n7 }
- 1 major-related class 专业相关的课程* c' K( B# |/ d k+ ]9 u' W5 @8 c
第一学期的5门课里，你将很有可能有2门不关你专业的课，而且还上的你ballache的。两门以阅读和写作为基础的课也会分你不少精力。没人需要在适应期面对这样的压力。另外，如reading/writing课只用于核心学分，则一般没有选它们的必要的早晚要求，so更没有理由第一年就挨虐了。大3大4有了更多英语底子再选。宗上，大1可以：
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- 2 math classes9 M! ^! A. e; C3 I2 {1 t' v) B# U" M
- 2 science classes/ o% N" _& i+ u3 l" H
- 1 major-related class
3 u. a4 z. u: z. L2 O 我推理科课的原因在于，reading and writing比较少，而且很可能那些东西你都知道了。米国大一的理科课其实基本是中国高中的理科课。' ? c# b, S2 P
课被选满了，不急，把自己登在候补名单上。很多米国人选超多课先占着坑，然后再drop不上的。一学期开始的几周随意drop课不罚钱的。这机制是大学鼓励的，这样鼓励学生多去尝试不同的课。so教室最开始甚至有人站着听，但是2周后会有座的。
6 F6 t @1 J2 g+ R3 e) p( F如你在wait-list上，第一天上课就告诉上课的教授。然后把你的名字和学号email给他并解释说你在wait-list很想被加到课里来。然后继续跟着上课，显示你对这事是serious的。开学两周之后，一般prof会将所有wait-list上的学生都加进班里来。我在大学的时候，每一学期我都有门课在WL上，只有一次老师没能把我加进来。但即使这样，我跟教授一起想了一个办法让我能够通过独立学习的方式拿到了等同的学分。
& \4 J3 \6 g( ?- F/ {) w针对的CS的同学的特别提示：很多米国的CS的学生在上大学之前就有多年的编程经验了。不幸的是，入门等级的cs课的projects也因此而变得更难了。不过就算是再难的proj，也会有老鸟学生能轻易搞定那些proj的。这些学生其实不应该在入门级别的课里面，但是你还是不得不忍了他们。如果他们一天搞定了一个一周的Proj,别气馁。你来这是学东西来了，不是跟谁比来了。将cs课当文艺课来看。对于那些没有很早就接触编程的人来说，练习是你最好的基友（还有
# H6 e* B) {* Z# n# E8 _4 L8 \$ ]Stack Overflow. 注：好网站，cs和ee的人都熟)
s- _) ^! r( i/ ]- r6 n1 m8. 问问题
0 \, v. G0 k& K% ^( z. X7 \叫兽们希望学生们提问题。如果在课上有不懂的或你希望叫兽重复某事，举手，提问9 N6 w5 |3 f+ h. v9 M z5 E2 _2 G
% @% R" ^ f5 Q2 ?" a8 G! C# a
- "Professor, could you repeat what you just said?"
4 {) Y9 w" Q6 z. W6 p2 s$ C - "Professor, could you explain what X means?"
2 Y8 x: s. B( z+ _# u8 ^- J% _ - "Professor, could you give an example of X?"
) S9 \( M# _4 B 9. Office Hours (答疑时间）4 m. }! f1 y9 ~) m! E
所有的叫兽和助教都每周设置了固定的时间来答疑，这些时间就是用来帮助学生的。课程简介会细说具体时间安排的。
: h8 A$ [/ W; m. j+ p将office hours当课程时间一样加到你的schedule里面。
# i# y0 A# ]! q, d2 V可以说office hours比上课时间还重要（深表同意T_T)。 上课主要是把课本里面的概念给学生介绍一下。office hours更重要，因为你可以就课程内容和作业提问更详细的问题。
9 r8 G" ?9 A2 L2 b) a和叫兽和助教搞好个人关系也很重要（注：请掌握度，很多越界的被开除了）, K9 D& q; Q6 C8 j+ W
补遗：10. 论文6 G7 A( Z9 r! U' s' F8 c u0 s3 U: E
如果你在攻读人文科学的学位，paper就是你的食粮。你基本每天和paper打交道。就算你读技术类的学位你还是得写些paper的。
$ r7 E+ U1 R# v% {% R写文最关键的一步是明白写文动因。向叫兽询问索取论文的样例，或至少以前上这课的学生们的写过的主题。这可以帮你了解叫兽想要的东西是什么。你不一定要在你的paper里搞些新的重大发明创造，只要你切合并甚至超越叫兽的期待值，你就拿A了。( r4 Q s3 t F1 X: ]6 n+ ^! s
在你搞研究的时候搞个参考书目表是挺有用的。如果你文章写完了再搞你已经不记得哪出自于哪了。提前搞随着进度，那这参考书目表自然而然就出来了。4 ]% D+ U. m$ u9 T# }* ]
如果有什么新的ideas也可以果断修改你的文章；论题。提高你文章的论题（把文章整体提上一个层次）比调整你的研究工作来适应一个破命题要好太多了。在office hours去就新的论题请教叫兽的意见是个好主意。叫兽实际上很喜欢这类的讨论并且他们可以就此确定你的论题是否合乎他们的期望。3 P$ G' m6 N; d9 ~1 q* i9 B1 D
早点开始写。写是一个非线性的过程，有时候那些段落自己就连起来了，有时候写一句话也是难于上青天。有一招是每天写一句话。不管是晚上多晚了亦或那句话看起来多二，写之。如果那句确定不咋地，那就以后再修缮。很多时候，一句话就引出一整段话来，然后最后你比别人都提早几周完成任务。0 R; |$ O! W" ~7 I+ M& m* Y
但是写完文章只是一半。修改也一样重要。米国的高中强调同学间互改。完成草稿后，找个盆友或者同学来读读来说说毛病。他人的角度是提高文章的利器。
" ]7 B' H# ?; S% P( h$ o校园里还有一个有用的服务就是写作中心。该服务一般都是学生志愿者搞的。你可以把你写的东西拿过去让他们那些写作牛人给审审。这个过程要包容和虚心。有时候，别人会在论题中发现非常基本的瑕疵或者会质疑你用来得出结论的理由。耐心地处理这些建议一定能提高你的文章水平的。
Z X: }9 d4 H" w5 ?补遗: 11. Group Projects a+ I: s3 F D+ |2 [) X
小组作业可能是最具挑战性的任务之一。因为它既需要好的沟通技巧，又要独立工作的责任心，还要领导技巧。米国学生小学就开始group projects了，并且这些projects随着初中高中而逐渐变得更复杂。有了这么多经验（当然拖延症也不轻），他们都习惯了投压哨三分（最后赶工）。但是除非你（中国留学僧）对你的水平有信心，否则别持相同心态。早点开始，别到后边压力山大。( c! G% i! }. T( A$ C
我建议头两年上数学和理科课一部分就是为了躲开group projects。这些课一般不太有GP，就算有，也很容易分工的，不会很互相依赖不太需要真正意义上的协作配合。小组里的每个人都可以做任务的一部分然后最后组合起来得到结果。% {' [* X8 ^3 R: ~! j
人文社科课程就不一样了。这些projects可能包括：5 ~& S# ]) z7 c0 m
: H( Z" j4 U" O" [: G- s; Z
- 规划论题 （协作的）
6 @/ V+ D. R1 m5 ?5 e* Y - 找支持性的证明材料 （可个人的）! L+ Y% W) A8 v+ Z
- 得出一致结论
# G1 z. E' I1 @: C - 写paper
2 E4 A' w1 O2 K; Y' P2 Z8 G* ]& ? - 做口头报告/汇报
% S+ C) C& n( P3 \- P) V5 j - 一起呈现你们的研究结果; @9 V1 F4 U4 n4 p) ?
如果你够幸运，叫兽会给每个组定一个题目，如果不给题目，除非你们组有个强势领袖型同学，否则你们一起拟定一个论题可能是很煎熬的事。因为接下来的工作都依赖于这个研究题目，确保设定个组会时间来尽早把这一步搞定。你可以说：
2 \, x4 k5 A; Y* A6 Y"I think it'd be good if we decide on a research topic as soon as possible. How about we meet Tuesday afternoon to discuss it? Is everyone free at that time?"+ \1 d4 t* r* j3 M
第一次组会，鼓励每个人都列一个包括所有可能的题目的单子。如果你不明白某人列的某个题目，问之。询问小组成员是否都同意那个最有趣的题目，或者大伙同意投票决定一个最佳题目。
5 O) o: z! X4 Y搞定研究题目后，开始分工。牛人自愿担当难点的任务。这是个说出你自己的特长和短处的不错的时间。比如，如果你不擅长写作，但是擅长做ppt演讲，那你就主动承担presentation的部分。
# ?" f4 L5 e$ M2 n/ m P5 J在截止日期前定期组会（一周一次）。最后几次组会应该保留用来练习presentation。以整组为单位来练习是很重要的，这样才能让小组熟悉演讲人的出场顺序，演讲的主题的顺序，和演讲持续的时间。presetation通常都是限时的，所以彩排可以让你们知道是否要根据时限添加或去除一些东西。所有的这些因素都影响着一个正式的presentation给人的印象。并且互相问问观众到时候看了演讲后可能会提出的问题（做到心中有数）8 T( k1 B9 j9 x: ?, z
如果小组进度不是很好（比如，一个成员彻底忽略了他的职责）越早解决相关问题越好。首先，问那个人是否需要帮助。不要完全把他的活揽过来，而是提供必要的建议。如果不起效，office hours时去跟叫兽说。告诉叫兽你们组怎么分的工，这哥们怎么光吃饭不干活，以及别的组员怎么没有放弃对他的治疗。这样之后，叫兽会明白该怎么给每个小组成员打不同的分的。
" S* m2 s% t. j ]12. 别作弊
4 P' i2 m, Z8 g- G美国的大学对作弊灰常seriously的。在很多本科和研究生学业中，被抓到作弊就自动挂科了。成绩单上会表明XF，意思就是学术造假，甚至都不是通常的F（挂）。将来你找工作或者再继续进修博士啥的都不好看。; _' Q, [" m* h4 D# k
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问题提到的文章把学生的高分和他们的低能联系在一起说，我认为这是对美国教育系统的误解。一个学生在大学里的成绩只在于他们在大学期间的表现。他们之前的学术成绩都不重要。（更一般地来讲，这个理念也适于一个人在美国的工作，事业。在工作几年之后，一个人的gpa已经不重要了） 所以请牢记一个学生进入大学之后才是他艰苦学习的真正开始。) F! f7 f* P$ [4 |" I \7 c. M
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I have two critiques for this article.
/ q0 y% |5 y. O1. Where did they get that title? Sources?8 E% K% r. ^# z G: n' R6 Z
Where did the author get the statistic that 25% of international students are dropping out of America's top-tier schools? There are no sources or citations and the article doesn't offer an explanation on how that number was computed. In fact, from what I could understand, the majority of the article has very little to do with that statistic.
1 U% L* E7 S% J b) s P7 w N3 _The statistic also doesn't distinguish between undergrads and graduate students, but in reality, those academic experiences are completely different. And the two student interviews, one of an undergrad student at UCLA and one of a student applying to graduate school, confuses that further.
$ K' a, N3 @2 w2 F, B. YI did some Googling, and not only could I not find any studies or statistics talking about a 25% of international students dropout rate, I couldn't find any studies or statistics on the dropout rate of international students in America at all. - F: V( _" n, X# @8 C+ r. K
I don't think the international student dropout rate is a concern for Americans. If an international student drops out, then they either have the money to continue at a different school or they have to go back to their country of origin. It doesn't contribute to the unemployment rate in America and it doesn't increase the number of homeless people on the streets; to me, it doesn't seem like a problem worth studying for Americans.
! j+ s+ `" `: k2 f9 ^+ D! v2. The concluding advice won't really help.- M: O* p3 P. q: F; S
I'm assuming most people reading the article want to avoid the situations that the two interveiwees faced. Unfortunately, the advice at the end of the article, while good from a general perspective, doesn't give specific steps or examples that other students and parents can follow.
! W9 H, W/ w: D8 H6 _In my answer to " C1 g& z8 ~( |$ _" m, n' z+ p
去美国留学，要注意什么？ I wrote a list of academic suggestions that I think might help. (Here's a link to the Chinese translation * b! \3 I' D/ Y% A: }1 U) x
http://zhi.hu/SZyM)
$ } b S. g B8 z# w ]The article in the question also prompted me to add two sections about writing research papers and working on group projects.
3 ~! S1 s2 Z/ w7. Picking classes (undergrad)/ t9 D( a, u- J; P v4 a
If you want to aim for top grades, then picking classes is half the battle. I think most Chinese students have an idea about the difference between studying to get good grades and actually learning; picking classes takes advantage of that same distinction.
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& T8 V9 r; h3 a% S SYou may have some language difficulties when you first arrive, so the first priority is to mitigate that disadvantage. When you pick classes, you should 3 R1 \, |$ \. j0 S* }! ?/ K
4 C( \6 v9 `/ y9 A! W- Avoid classes with reading and writing (Literature, History, Economics, Sociology, Journalism, etc)* t1 b& C, v9 o9 n0 \
- Pick classes where you already know the material (Math, Biology, Chemistry, Physics)
8 V+ p7 o! o" Q" h6 E - Look up professor ratings on a site such as Koofers: Professor Ratings, and pick professors that give out high grades on average
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When you go through orientation, you'll have a chance to meet with an academic advisor who will help you pick classes. Don't trust 100% what she or he advises! Figure out how to pick classes and choose them weeks beforehand. Why? Because most advisors recommend that freshman take a broad range of classes to fulfill core graduation requirements. This means that they'll probably recommend that you take
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, ^$ f" C9 p4 y4 y- 1 math class
( x* d3 X7 q8 g3 J5 T$ {: H - 1 literature class (bad!)1 F- c, T# J& w
- 1 history / economics class (bad!)- V- K8 j ^ j8 f! i
- 1 science class- r# ]2 k \6 Z! O
- 1 major-related class2 i& N$ e- w3 g( `' T
Out of 5 of the classes in your first semester, you'll have 2 that are probably unrelated to your major, but that you'll really struggle in. The two reading/writing-based classes will also distract you from your other classes. Nobody needs that stress while adapting to a new culture. Also, if the reading/writing classes are only required for core credits, then there's usually no required order in which you have to take them, so there's no reason to take them in the first year; wait until you're a junior or senior with more English experience before tackling them. Instead, your freshman schedule could look like2 H8 i/ {& D3 r! d [
5 `: f+ n7 ]9 u: _
- 2 math classes
4 n' m$ h" Y3 C! n9 s( c - 2 science classes( A% v: E9 K8 W# @
- 1 major-related class
: h+ A+ P! @4 r4 F* a The reason I recommend science classes is because there's less reading and writing, plus you probably already know all the material. Introductory level science classes in American colleges are actually high school level science classes in China.
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If a class is full, don't worry. Sign-up for the wait-list. The common way for Americans to register for classes is to sign-up for more classes than they can handle, and then drop the ones that they don't like. There's no penalty for dropping a class within the first weeks of the semester. This is actually encouraged by universities because they want students to experiment with different classes. This also means that classes are oversubscribed and seats will usually free up after the first two weeks.
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If you are on the wait-list, tell the professor on the first day of class. Then email the professor with your name and student ID and explain that you are on the wait-list and would like to be added to the class. Then continue to attend the class as if you were registered; this proves that you're serious about taking the class. After the first two weeks, the professor will usually add all the students on the wait-list to the class. When I was in college, I was on the wait-list for one class every single semester, and in only one case could the professor not add me to the class. But even in that situation, I talked to the professor and we figured out a way that I could earn the equivalent credits through independent research.
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A special note to computer science majors: A significant number of American computer science students have years of programming experience before they start college. Unfortunately, the projects in the introductory level courses are usually harder because of that. Even with harder projects, there will be students who have enough experience to ace the projects effortless; these students really shouldn't be in the intro-level courses, but you'll have to put up with them. Don't be discouraged if they finish a week-long project in a day. You're here to learn, not to show off. Treat a computer science class like an art class. For people who didn't start programming at an early age, practice is your best friend (and maybe also Stack Overflow).' B0 Y8 s% b- V) Z( ]9 Z
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8. Asking questions( Y7 }: H. t5 `) W4 {6 w, v J
Professors expect students to ask questions. If you don't understand something in lecture or you want the professor to repeat something, raise your hand and ask a question.
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- "Professor, could you repeat what you just said?"
) o- B* U2 S8 Z$ V. M: M - "Professor, could you explain what X means?"* A6 M' c7 s9 T! J+ s! R
- "Professor, could you give an example of X?"& _# A) `: L- g' w$ D' b% r
0 z+ x' Q, p" k8 a% }- q9. Office hours
2 d* Q1 A7 w j1 A0 _All professors and teaching assistants (TA) must have a set time each week where they are available to help students. The syllabus will detail when the office hours are. % @) v" K( g; B0 ~2 K/ W& H( H3 W/ {& A
/ b; ]4 c* D. o. l9 n, XAdd the office hours to your schedule as if they were classes." m5 J9 a4 Y9 [% `
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In many ways, office hours are even more important than lecture. Lecture is mostly to introduce students to concepts in the textbooks. Office hours are much more important because you can ask detailed questions about the class material and homework. ; ]" E7 p; x$ j( {% B3 Q
* n9 z/ ^6 K G f& _It's also extremely important to build a personal relationship with the professor and teaching assistant.
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! u! i/ H( S, B; T3 pEDIT: 10. Research papers6 }1 i. P2 H0 E0 x! V2 J+ A: h
If you are studying for a humanities degree, papers are your bread and butter. You'll work on a paper almost every day. Even if you're studying towards a technical degree you'll have to write at least a couple papers.
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The most important step to starting an essay is to understand the prompt. Ask the professor for examples of essays, or at the very least topics, that students have written about in the past. This helps you understand what the professor expects. You don't have to make any new discoveries in your paper; as long as you match and surpass the professor's expectations, you'll get the A. , N% v, X9 ^: Q: p; V: @
' v: @7 B g, H. l; l6 Z2 WIt's useful to fill in your bibliography as you do your research. If you wait until after you finish your essay, you might have trouble remembering which ideas came from which source. Do it up front and the bibliography is finished automatically.
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Also don't be hesitate to change your thesis in light of new ideas. It's much better to improve your thesis rather than to twist your research to fit a weak one. It's a good idea to go to office hours and ask for the professor's opinion on any new thesis ideas. Professors actually love these sorts of discussions and they can validate whether your thesis meets their expectations or not.( L$ G& q' o0 v" r; r
z( b: F4 y+ D2 V/ qYou'll definitely want to start writing early. Writing is a very non-linear process; sometimes paragraphs string themselves together; sometimes a single sentence is an immovable obstacle. A useful method is to write a sentence every day. No matter how late it is at night or how inept that one sentence happens to be, write it. If the sentence was really no good, then edit it out later. Oftentimes, that sentence will lead into a paragraph, and you'll have the essay finished weeks before everyone else.
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But finishing the essay is only half the work. Revising the essay is just as important. High schools in America emphasize the process of peer-review. After you finish a draft of your essay, ask a friend or classmate to read it over for you and critique it. A fresh set of eyes will reveal obvious ways to improve the essay.
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Another helpful service is the campus writing center. This is a service, mostly run by student volunteers, where you can bring your writing and have it reviewed by experienced writers. Be open-minded about this process. Sometimes, other people will see a fundamental flaw in the thesis or question the reasoning you used to arrive at your conclusion. Addressing these suggestions patiently will almost certainly improve your essay.8 O" g4 A ~' ?" P" z7 _) `
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EDIT: 11. Group projects
% B+ S6 z H" k5 \3 SWorking in groups can be one of the most challenging assignments because it requires a combination of good communication skills, an independent work ethic and leadership skills. American students start working in group projects as early as elementary school and the projects only increase in complexity throughout middle and high school. With so much experience (and a habit of procrastination), they're comfortable with not finishing a project until the last moment. But unless you're very confident in your skills, don't take on the same mentality. Start working on the project before they do so that the project won't have to be so stressful.
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My suggestions about enrolling in math and science classes in the first two years is part of the strategy to avoid group projects until later in your academic career. Math and science classes typically have less group work, and even when they do, the work is usually easily divisible, not mutually dependent and doesn't require actual collaboration. Everyone in the group can complete a portion of the tasks and then combine the results.
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$ v) j- j4 v: R; D1 i. OGroup projects in humanities classes are usually different. These projects can involve
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- Formulating a thesis (collaborative): I) U" E# f, ?9 o; Q
- Researching for supporting evidence (individual)
6 K5 J: N( |' J) G - Agreeing on a conclusion (collaborative)
* G0 L; q, p! J1 L" S/ l/ w `' O - Writing the research paper (collaborative/individual)/ P* m; U( i# o- ?" m& ?
- Making the presentation (collaborative/individual)
1 @& }6 |* [: J9 I - Presenting your research together (collaborative)' |# t8 ?/ k% L: H" b6 Y5 X
If you're lucky, the professor will assign each group a research topic, but if not, then collectively agreeing on a research thesis can be a hard task unless the group has a passionate leader. Because all subsequent work is dependent on having a research topic, make sure to set a meeting time and decide on that as soon as possible. You can say, # Y/ {6 L- E( F+ P
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"I think it'd be good if we decide on a research topic as soon as possible. How about we meet Tuesday afternoon to discuss it? Is everyone free at that time?"
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At the first meeting, encourage every one list out ideas for possible topics. If you don't understand a topic, don't hesitate to ask about its meaning. Ask the group members if they can all agree on the most interesting topic or if they want to vote on the best ones.
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With the research topic in hand, start dividing the work. Strong group members will volunteer to take on certain tasks. This is a good time to talk about your strengths and weaknesses. For example, if you're not strong at writing, but you're good at making Powerpoint presentations, then volunteer to compile the presentation.
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4 L+ P; |0 v( ?Meet regularly (probably once a week) until the deadline. The last couple meetings should be reserved for practicing the presentation. Practicing as a group is important so that the group is familiar with the order of the speakers, the order of the topics, and how long each topic lasts. Usually there is a time limit to the presentation, so practicing will let the group know if changes need to be made to meet the time limit. All those factors help create the impression of a professional presentation. Also ask each other questions that the audience might have after viewing your presentation.7 ^* d7 V6 Y5 j# m
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If the group dynamics aren't working well (for example, if a group member is completely ignoring their responsibilities), it's important to address that sooner rather than later. First, ask if that group member needs help. Don't agree to do her or his work, but provide suggestions. If that doesn't change things for the better, go to office hours and talk to the professor. Tell the professor how the group has decided to divide the work, how one group member hasn't been contributing and what the rest of the group has already tried in order to motivate that person. This ensures that the professor will understand how to grade each member of the group.
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12. Don't cheat9 }: c: S3 F) t$ \0 W
American universities take cheating very seriously. In many undergrad and graduate programs, getting caught cheating is an automatic failure in the class. But the transcript will show an XF, which stands for academic dishonesty, instead of the normal F for failing. Future employers and academic programs will all be able to see the XF when they review the transcript. ) P, ^! o$ K. \ R; t
Although the article in the question juxtaposes the students' high test scores with their lack-luster performance, I think that's a misunderstanding of the American education system. A student's progress through college is solely dependent on their performance in college. None of their previous academic achievements matter. (In a more general sense, the same applies for a person's career in America. A person's academic GPA becomes irrelevant after a few years of work experience.) So keep in that when the student enters college is when the hard work really begins. % h6 o+ X! X) k6 B( o6 n" U% ^
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As always, if you have the courage and patience to translate this into Chinese, then go for it! =P |
提升卡
置顶卡(30天)
沉默卡
喧嚣卡
变色卡
千斤顶
显身卡