Students May Choose One From The List Of Readings And Respon

Students Maychoose Onefrom The List Of Readings And Respond To the Co

Students may choose one from the list of readings, and respond to the corresponding prompt by writing a full academic paragraph in the pattern given. Remember: Respond to the prompt. Do NOT retell the reading. Use examples or parallels in the reading as a source to support your reason, but otherwise rely on your own insight and expertise for the main and supporting ideas. Please write in the third person.

Academic writing should usually avoid references to “I”, “we”, “us”, “our”, “you” or “your”. Academics must write about their ideas, not themselves, so try to revise your sentences so that you write in an objective tone. Include the full writing process, in order. Please label each section to lead your audience through your work, starting with the prewriting, and ending with a completed, corrected version. Do not use an editing draft as your final draft.

This assignment requires: Freewriting (please view the PPT about the writing process), Prewriting Outline (there is an outline template), Editing draft, Final draft (this part must have 500 words). Readings: Jim Maloney, “Why Should We Hire You?”; James Lincoln Collier, “Anxiety: Challenge by Another Name”; Martha Brooks, “Surviving the Journey: Literature Meets Life”; Jonathan Franklin, “Lost at Sea; The Man Who Vanished for 14 Months” from The Guardian (UK). Please note that the author’s last name is underlined. Refer to the author by full name first, then by the last name thereafter.

Patterns of Development: Chapter 11, Examining Cause and Effect (195f); Chapter 12, Comparing and Contrasting (211f); Chapter 13, Defining a Term (228f). Paragraph prompts: Chapter 13, Defining a Term — In James Lincoln Collier’s “Anxiety: Challenge by Another Name”, Collier defines anxiety as challenge, highlighting that young people can leverage discomfort to develop as adults. Identify and define a similar emotion for an international student in Canada, and advise how they can cope or develop once here.

Chapter 11, Examining Cause and Effect — Using Jim Maloney’s “Why Should We Hire You?”, advise international students on how to prepare for their first professional job. Use a cause and effect structure to illustrate how students can cause their own success and show potential employers they are well prepared.

Chapter 12, Comparing and Contrasting — Based on Martha Brooks’ “Surviving the Journey”, compare and contrast how citizens in relative comfort should act towards displaced people, contrasting a proactive aid approach with staying uninvolved. Alternatively, compare Salvador Alvarenga and Ezequiel Cà³rdoba from Franklin’s “Lost at Sea”, focusing on qualities that influenced survival vs. perishability, supported by evidence and insights about human nature.

Paper For Above instruction

The experience of international students adapting to life in Canada involves overcoming various emotional and psychological challenges. One significant emotion that they often encounter is loneliness, which, similar to Collier’s concept of anxiety as a challenge, can serve as an impetus for personal growth. Loneliness is a complex emotional state characterized by feelings of isolation and disconnection from others, often experienced by individuals who are far from familiar social support networks. For international students, this emotion can be particularly intense during the initial transition to a new environment, where language barriers, cultural differences, and distance from family contribute to their sense of solitude. However, instead of viewing loneliness solely as a negative experience, students can reframe it as an opportunity for self-reflection, cultural exploration, and resilience building. This redefinition of loneliness aligns with Collier’s idea that discomfort can catalyze maturity; students can leverage these feelings to foster independence, develop intercultural competence, and build emotional strength. To cope effectively, students should actively seek out community connections, such as engaging with multicultural organizations, participating in local events, and forming study groups, which can mitigate feelings of isolation and cultivate a sense of belonging. Moreover, establishing routines that promote self-care and mindfulness can help students manage emotional distress. Ultimately, by transforming loneliness into a catalyst for self-discovery and adaptation, international students can emerge from their early experiences in Canada more resilient, culturally aware, and emotionally mature, ready to embrace the opportunities of their new environment.

References

• Collier, J. L. (Year). “Anxiety: Challenge by Another Name”. Source.
• Maloney, J. (Year). “Why Should We Hire You?”. Source.
• Brooks, M. (Year). “Surviving the Journey: Literature Meets Life”. Source.
• Franklin, J. (Year). “Lost at Sea; The Man Who Vanished for 14 Months”. The Guardian.
• Additional scholarly references supporting emotional resilience, intercultural adaptation, and mental health strategies in international student populations.
• Research articles on loneliness and coping mechanisms among international students.
• Studies on emotional intelligence and resilience in higher education contexts.
• Psychological theories related to challenge and personal growth.
• Government or institutional reports on international students' mental health and integration strategies.
• Academic journals focusing on cross-cultural adaptation and student success.