Reflections assignment for ENGL 108, from my
Reflections assignment for ENGL 108, from my the last three projects, 750-1000 words.
***Your Final Portfolio will be graded according to the following criteria:
● The portfolio includes 4-6 representative artifacts and 750-1000 words of new text in the form of reflections (20 pts.)
● The reflections adequately contextualize the artifacts, clarifying their significance and what they are meant to illustrate (20 pts.)
● The portfolio shows engagement with the writing process (e.g., for the major assignments), course concepts, and/or SLOs (20 pts.)
● The portfolio addresses the student’s learning goals and/or development as a writer (20 pts.)
● The presentation or design is appropriate and effective (20 pts.)
Portfolio Imagine that you have been asked to share with a group of prospective international students what you learned in English 108. Specifically, you want to show how the course helped you develop as a writer, to give these students a better understanding of the course. Therefore, you are putting together a learner portfolio in which you will include examples of your writing and relate them to your classroom experiences. To prepare your portfolio, consider what aspects of your writing you would like to show, and what prospective students might want to know more about. In addition, you are encouraged to reflect on the Student Learning Outcomes (SLOs), your own learning goals, and the course concepts listed below. You are also welcome to look back on your experiences in English 106 and/or 107 (if applicable). The portfolio should contain 4-6 artifacts (writing samples), such as excerpts from the main assignments, notes, outlines, feedback you gave or received, discussion posts, mind maps, outlines, reflective annotations, revisions, etc. Each artifact should be accompanied by a brief reflection, so you will submit 4-6 reflections along with the artifacts. In these reflections, you are asked to comment on the artifact’s significance, connect it to class interactions or personal insights, explain how it shows your development as a writer, and/or situate it in the context of your learning trajectory or life events more broadly. You might also address how the course will help you with the other kinds of academic, professional, or personal writing you hope or expect to do in the future. Note that you are encouraged not only to discuss your accomplishments, but also your struggles; these will likely be relevant to the prospective students as well. (And successful writers are usually aware of both their strengths and their weaknesses!) Aim for around 750-1000 words of new writing (previous writing samples are not included in this word count), so that you can elaborate a bit in your reflections while not overwhelming the reader with excessive detail. This means that each reflection could be around 150-200 words, as a rough indication. Course Concepts The following course concepts may provide inspiration for your reflections: genre, reading response, annotated bibliography, literature review, redesign, stance, evaluation, annotation, reporting verbs, bi-/multilingualism, summary, synthesis, APA, text, purpose, internationalization, international student experiences, study abroad, intercultural/global competence. A successful portfolio will engage with some of these terms, though you are not expected to discuss all of them (this is simply not possible, given the time and space limitations). Steps
1. Brainstorm ideas. Consider what samples of your work you would want to share with the prospective students, given the concerns they may have about taking English writing courses (and ENGL 108 specifically), or what they might hope to gain from these
courses. In addition, take a moment to decide how you would like to present yourself, and what aspects of your work you will use to give an impression of what you are like as a student, a thinker, and a writer. Portfolios can be biographic in nature, and learner portfolios are no exception to his!
2. Look through the portfolio(s) that you put together for English 106, 107, and/or any other portfolios you have compiled in the past, and consider if you might be able to use these as examples or draw connections with them in this assignment.
3. Decide on a format for your portfolio. You can get creative with this, or you might choose to keep it simple, as long as your portfolio is easy to navigate and accessible for your targeted audience (prospective international students). This means that it should be clear, for example, which reflection is connected to which artifact and vice versa. In the past, students have used Google Sites, Adobe Spark, Prezi, and PowerPoint, or simply text-based versions in Word or PDF.
4. Draft your reflections and design your portfolio to make the various elements work together effectively. If you are concerned that the organization of your portfolio is not immediately clear, consider providing a table of contents. You might also opt to use hyperlinks to guide your reader.
5. When you feel that your portfolio is complete, consider asking a friend to browse through it to check that everything is clear and understandable. Make sure that hyperlinks work properly, your portfolio is shareable, and others can see it if you are using an online location (e.g., published URL or shared document).
Planning/drafting: Due Dates 37 and 38 Partial draft: Due Date 39 Complete draft for peer review: Due Date 40 Final due date: Due Date 42 Relevant SLOs 1D. explain how and why a text’s audiences, purposes, and contexts influence rhetorical options. 1E. adapt composing practices (including rhetorical choices) to a variety of audiences, purposes, and contexts. 2C. use a variety of research methods, including primary and/or secondary research, for purposes of inquiry. 2D. evaluate the quality, appropriateness, and credibility of sources. 2F. compose persuasive researched arguments for various audiences and purposes, and in multiple modalities. 3C. explain why genre conventions for structure, paragraphing, tone, and mechanics vary within and across genres. 3D. identify and effectively use variations in genre conventions within and/or across genres, including formats and/or design features. 4E. evaluate and act on peer and instructor feedback to revise their texts. 5A. narrate their processes and progress as writers throughout Foundations Writing courses.
5B. recognize and articulate how their values, goals, and/or circumstances inform their choices as writers 5C. assess how writing experiences and artifacts might influence future writing situations. Assessment Criteria Your Final Portfolio will be graded according to the following criteria:
● The portfolio includes 4-6 representative artifacts and 750-1000 words of new text in the form of reflections (20 pts.)
● The reflections adequately contextualize the artifacts, clarifying their significance and what they are meant to illustrate (20 pts.)
● The portfolio shows engagement with the writing process (e.g., for the major assignments), course concepts, and/or SLOs (20 pts.)
● The portfolio addresses the student’s learning goals and/or development as a writer (20 pts.)
● The presentation or design is appropriate and effective (20 pts.)
,
Safwan Alhawsawi
ENG 108
Dr. Nicholas Barlow
2/11/2022
Perceived Discrimination
In the study, the authors examined the differences between the perceived discrimination and homesickness in various college students (Both the international and United States students) from two campuses of the same college. According to the study, after examining other related factors such as age, proficiency in English, and years of United States Residents among the international students, the results showed that the international student's experiences as well as encounter higher levels of homesickness and perceived discrimination compared to the American student. Several factors played a major role in the predicated homesickness among the international students, which include, English proficiency, perceived discrimination, and age. In addition, ethnicity or race and the years of residence predicted the level of the perceived discrimination.
To prove this study, the authors developed four hypothesis questions, based on the perceived discrimination, homesickness, and cultural shock, and conducted research using different college students on two different campuses but from one university. Even though the research had several limitations, the results have helped in answering the formulated hypotheses. Well, according to the results, international students (especially non-Europeans) reported a higher level of perceived discrimination, which resulted in homesickness due to language and cultural differences and challenges in adjusting to their new environment. As the result, this can affect their mental health for example leading to lower self-esteem. In addition, the results indicated that among the international students, experienced or perceived discrimination increases with the time they spend in college increases.
The finding in this study has significant implications for the higher education institutions or personnel and also advisers, mental well-being counselors, and the faculty. This is because, the authors highlight the significance of the intervention program designs, campus support groups, and other social groups, which are developed to assist international students to get along with as well as overcome challenges related to discrimination and homesickness. According to (Poyrazil, S., & Lopez, D., 2007), “Through brochures, pamphlets, Web sites, and orientation programs, these students could be informed about what they may experience in the new culture and what psychological reactions they may have.” This helps them in transitioning more easily into the school environment as well as offers them a place to ask or discuss their experiences in their new environment. It also highlights multicultural training's importance. This will help reduce or end discrimination between the two groups, the internal students, and American students.
The author suggests that the intervention programs developed to help reduce these challenges should mainly target non-European internal students because they are highly affected. Well, I disagree with this, because even though these programs will help international students learn how to recognize as well as cope with any discrimination, targeting American students will help in facilitating a positive intergroup interaction thus reducing discrimination and prejudice. This will help the international student cope well with their new, welcoming environment. In fact, according to the research study on international students, when both domestic and international students participate in an intervention together, it improves international student’s perception of their sense of belonging, social support as well as overall satisfaction, especially students, who are less open when beginning their freshman year.
Even though the article suggests developing steps or several interventions to reduce perceived discrimination, the disparity in friendship connection would be also great especially since it is more pronounced. Most programs and interventions suggested in the article are great but including fostering integration can assist in mitigating the international students’ problems of adjustment, reduce perceived discrimination thus improving their emotional or psychological well-being, and in turn, making them more comfortable.
In conclusion, this is a significant study article, which illustrates the problems that the international students experience such as perceived compared to the American students. From the results, developing intervention programs to help the international students adjust to their new environment is important and can benefit the higher education institutions and students in general.
Reference
Poyrazil, S., & Lopez, D., (2017). An Exploratory Study of Perceived Discrimination and Homesickness: A Comparison of International Students and American Students. The Journal of Psychology. https://doi.org/10.3200/JRLP.141.3.263-280
,
Safwan Alhawsawi
ENG 108
Dr. Nicholas Barlow
4/21/2022
Homesickness Among International Students
Homesickness is a major issue for international students. It is among the most frequently reported issues of international college learners in the United States. International learning involves, leaving family, and friends as a home culture in pursuit of an academic opportunity abroad (Wu, Garza, & Guzman, 2015). International students are interested in this issue due to their experience with homesickness. International students tend to experience homesickness at least once. They tend to miss people as well as places, establish new social networks as well as adjusting new cultural and environmental needs. It is thus not surprising to hear that about 50% of international learners report frequent feelings of home sicknesses (Oghenerhoro, 2020). Homesickness can as well be perceived as mini grief in which relocation and adjustment to college life may turn into major stressors when resources, as well as coping techniques, are not sufficient (Stroebe, 2015). Therefore, in this review, we will concentrate on the impact of homesickness among the international students.
Causes of Homesickness among international students
International students tend to have issues with feeling alone as well as in relationships. When the majority of the international learners come abroad, there are no families and no friends. They tend to be lonely and thus international students tend to do everything by themselves (Stroebe, 2015). Additionally, at times it is hard to contact families and friends due to time differences. Basically, they tend to be so lonely and thus they try making friends abroad. Some people have the ability to make friends in an easy way, however, some people do not have the ability to match other people. If international learners cannot make friends easily, they tend to be so uncomfortable (Oghenerhoro, 2020). International learners tend to be emotional or wish to go back to their nation. Therefore, international learners can become home as soon as they get into the new nation.
According to Gebregergis (2018), language is another main reason behind homesickness is language. International students are always required to study a second language, though they do not have the ability to speak well, and they cannot listen well. Therefore, international learners may experience challenges with language. For instance, when they wish to complain to someone, they may not be in the capacity to tell one why they want to say it (English, et al., 2017). These factors may result in homesickness. Culture shock is another aspect that may result in homesickness. International students live abroad and therefore there are various cultures. In addition, in college, there are many students that have various cultures. International learners tend to get culture shock on food, money, and other things. Majorly, food tends to be the main factor for homesickness. Though international learners are hungry, they cannot eat sufficient food due to the different foods in their countries. They tend to get uncomfortable, and they get sick. International students cannot get energy without eating. It is difficult to understand the various cultures of international learners when they come to the nation. In addition, local people do not really understand the different cultures (Thomas, 2020). Thus, at times, international learners are in trouble in different cultures.
According to Ferrara (2020), an individual’s geographic distance away from home is a risk factor. The further away an individual is from home, the high the likelihood of experiencing homesickness. The longer the physical distance from home and the less frequent physical contact a person has with the people and places that they miss, the higher the chances of experiencing homesickness. Therefore, the inability to contact home and attachment figures places learners at a high risk of suffering from homesickness. Mainly in higher education, the learners that were away from home were at a high risk of experiencing the feelings of home sicknesses.
Effects of Homesickness among the International Students
When a learner is homesick in college it tends to easily show. While other learners have the ability to come right out and claim what they are going through, others may not be so forthcoming. The knowledge of the symptoms of homesickness can maximize the chances of identifying it. The signs of homesickness can differ from one learner to the other. Some of the signs which can be easily identified by learners include anxiety, depression, feeling as though they do not fit in, reduced motivation, loneliness, sadness, irritability, desiring a connection with an individual, and a sense of grief as well as loss (Sun, Hagedorn, & Zhang, 2016).
Basically, being a homesick college student tends to be distressing, and it can inappropriately affect their lives. For instance, they may miss classes since they feel sad as well as depressed to attend or may struggle to remain focused thus leading to the tumbling grades. Avoiding social activities as well as isolating themselves are as well potential signs of homesickness (Kegel, 2009). Basically, homesickness impacts the academic performance of college students negatively. Excessive acculturative stress tends to lead to eating and sleeping issues, low energy as well as migraines. Additionally, there have been several studies that bring out the connection between homesickness and depression. Homesickness is highly related to depression scores. Some alarming impacts of homesickness-based depression among college learners have been documented including suicide.
Interventions
Assisting international learners to develop friendships in the host nation is among the mainstay of acculturation techniques for college students. Poyrazli and Devonish (2020), advocate for initiatives to enhance the quality of social networks rather than an improvement on the number of close friends. Thus, a counselor may assess the degree of social support that learners have and if support is limited as a result of personal features which may include shyness as well as language barriers and environmental aspects. The majority of the international learners tend to stay in groups of fellow nationals through major interactions with the host natation students tends to be predictive of better cultural adjustment. Thus, peer programs that connect internationals with host county peers may be an appropriate technique for minimizing homesickness. Basically, peer pairing programs that associate international learners with host nation students tend to be more effective in comparison to the formal counseling techniques.
According to Rathakrishan, et al (2021), It may be beneficial to develop acculturative approaches for different subgroups of overseas students. For example, while forbearance is a common coping strategy among African foreign students, it is critical to organize informal outreach seminars that emphasize the importance of receiving high-quality assistance when stress levels rise. In terms of cultural collectivist traditions, counselors can use counseling programs to tap into the existing social support of Asian and Latin American international students.
Learners should embrace as well as accept the new school. They should major in exploring the school as well as its surroundings. They should embrace new opportunities to assist them to feel better in addressing the issue of homesickness in school. They should focus on the reason why they came to the facility. This can be achieved by noting the reasons why they chose the new school as well as the reason why they came to study in the nation. They should as well major in staying active. Staying active by going for walks, hitting the gym as well as exploring the new campus are effective methods of feeling more energetic as well as positive. Learners should as well consider staying connected to home even when they are far away. This aids in making it easy to feel as though one is missing out back at home (Billedo, Kerkhof, & Finkenauer, 2020). One may consider staying connected through regular chats, staying connected with social media, and sharing one’s culture.
References
Billedo, C. J., Kerkhof, P., & Finkenauer, C. (2020). More facebook, less homesick? Investigating the short-term and long-term reciprocal relations of interactions, homesickness, and adjustment among international students. International Journal of Intercultural Relations, 75, 118-131. https://doi.org/10.1016/j.ijintrel.2020.01.004
Ferrara T. (2020). Understanding Homesickness: A Review of the Literature. Journal for Leadership and Instruction. https://files.eric.ed.gov/fulltext/EJ1255848.pdf
Gebregergis, W. T. (2018). Major causes of acculturative stress and their relations with sociodemographic factors and depression among international students. Open Journal of Social Sciences, 6(10), 68-87. https://doi.org/10.4236/jss.2018.610007
Kegel, K. (2009). Homesickness in International College Students. Compelling Counseling Interventions, 67-76. https://www.counseling.org/resources/library/vistas/2009-V-Print/Article 7 Kegel.pdf
Oghenerhoro, A. A. (2020). Homesickness among International Students in Famagusta, North Cyprus (Master's thesis, Eastern Mediterranean University (EMU)-Doğu Akdeniz Üniversitesi (DAÜ)). http://i-rep.emu.edu.tr:8080/jspui/handle/11129/5034
Poyrazli, S., & Devonish, O. B. (2020). Cultural Value Orientation, Social Networking Site (SNS) Use, and Homesickness in International Students. International Social Science Review, 96(3), 2. https://digitalcommons.northgeorgia.edu/issr/vol96/iss3/2/
Rathakrishnan, B. A., Bikar Singh, S. S., Kamaluddin, M. R., Ghazali, M. F., Yahaya, A., Mohamed, N. H., & Krishnan, A. R. (2021). Homesickness and socio-cultural adaptation towards perceived stress among international students of a public university in Sabah: an exploration study for social sustainability. Sustainability, 13(9), 4924.https://www.mdpi.com/2071-1050/13/9/4924
Thomas, D. (2020). Factors that contribute to homesickness among students in Thailand. Kasetsart Journal of Social Sciences, 41(1), 136-141. https://so04.tci-thaijo.org/index.php/kjss/article/view/235043
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