The challenge of academic writing for Chinese students within ...

cultures, economic and legal systems. For example, during a work shadowing event, I
felt too humble to accept a cup of tea made by my British boss, who appreciated my
performance as a voluntary administrator. That was because my Chinese culture
expected me to remain modest and respect people of higher position, whereas my English
boss believed that everyone deserved equal respect and needed to be valued. As a
reflective learner, I understand very well how culture may strongly influence the way
people do things. Coming to a British university, I was committed to maintaining
academic excellence, and strove to adapt to the British education system. In a project of
the operational management of Swatch, our group focused on the manufacturing process
of the reduction of design complexity and the innovative production process. I enjoyed
the research and was impressed at how innovation and technological expertise created
core competence and values. I earned the reputation of ‗theory master‘ among group
members for my broad coverage of theories. I was proud of my contribution to the team
cohesion. When one of our members failed to appear for regular group discussions
twice, I phoned him personally to inform him of our progress and express my trust and
expectation of him. When we finally finished the task together as a team, not solo, I really
felt a strong sense of achievement. It was really great.
Apart from academic devotion, I also try to gain working experience. I volunteered to be
a delegate helper for an on-campus congress and the duty includes word processing,
organizing databases and registering delegates face to face. When delegates‘ flights had
been delayed, I found that our warm welcomes and good services could actually bring
smiles to tired delegates and I knew that my value as a volunteer was fully realised.
Most of the time, I hang out with Chinese peers who are also in the exchange
programme, because they are not only companions fulfilling social needs but, indeed,
great friends. When socialising with English people or other foreign friends I met here, I
felt a strong involvement in the local community. We chatted and also went to pubs
together. It is not my culture and kind of, against my family education to drink and stay
out at night. But I found a way to enjoy it. I started to feel drunk even after one pint of
beer and I can easily reach the ‗merry‘ stage. My companions made fun of me, saying
that I could have a very cheap night out.
All these activities that happened in U.K. triggered valuable learning moments. As a
reflective learner, I have developed essential characteristics, such as a global outlook,
intellectual confidence and independence and critical thinking. In terms of learning
experience in the UK, I will give 8 out of 10 for the sake of personal development and
academic development. I never regretted coming here and I can sense a big change in
me during the two years away from home. At this stage of life I am eager for the
acquisition of knowledge, and to set challenging goals for my future. I successfully
applied for master study in UK. After the postgraduate study, I may seek one-or-two-year
employment here, if circumstances allow. I am sure that I will eventually go back to
China where my family is. After all, I am a big fan of family.
Chris
Chris is a 21 years old male Chinese student. He is in his 2 nd year of a BA Business and
English Study course. He came to the UK in September 2008, and he has been studying here
for almost one year. Prior to that, he studied in a university in China for two years. His
Chinese university has a ‗2+2‘ exchange undergraduate programme (2 years study in China
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