Academic qualifications play a very important role in modern society, so graduate school has become the pursuit of many college students. However, education at the graduate level is very different from an undergraduate in that it is not just about getting a master's diploma, but about changing one's way of thinking through education and training. Despite this, the tutor's reaction after watching the student** is often laughable. From the perspective of supervisors, this article will take stock of the supervisors' reactions, and reveal the problems faced by graduate students in the writing process and the troubles faced by supervisors.
At the undergraduate level, students pay more attention to the Xi of theoretical knowledge and rarely involve the level of academic research. As a result, most students are not exposed to a graduation essay until their senior year. However, once in graduate school, the importance of experimentation is crucial. The ability to publish in authoritative journals** and the quality of graduation** will seriously affect the future of graduate students. For inexperienced college students, multiple revisions are often required, and the help of a tutor is essential. However, tutors are often surprised and confused by the level of their students.
The difficulties encountered by graduate students in writing are mainly reflected in two aspects. The first is that there is a lack of understanding of the requirements of academic research, including strict standards in terms of topic selection, word count, framework, etc. Second, students often get stuck in the "word count" dilemma and have to add words that are not related to the topic and are just to meet the requirements. This situation makes the tutor feel that he is not serious enough and formal, and the gold content is too low. In addition, in terms of language use, some science and engineering students may not be exposed to language training for a long time, resulting in inaccurate words, serious colloquialism, and frequent incorrect usage.
When a tutor sees a student's problem, they often have a variety of reactions. Some tutors will be "surprised" by the students' language skills, thinking that the vocabulary and sentences used by the students are not standard and colloquial. Some tutors will even jokingly ask students if they have become academicians, suggesting that the students are talking nonsense and perfunctory. In the face of the uneven level of students, tutors have also begun to learn to laugh at themselves and scold students. They will use rhetoric to express their dissatisfaction with **, ridiculing students for "writing like a dream of red mansions". This rhetoric has become a way for contemporary teachers to "lower blood pressure".
The reaction of the tutors to the students** is also often laughable. Some tutors even give up completely after reading ** and ask students to remove their names from the acknowledgments section. This practice is undoubtedly a huge blow to students, which is equivalent to a primary and secondary school teacher saying to a poor student, "Don't say that you taught you when you go out in the future". But it's also a way for tutors to be dissatisfied with students.
A good one must not only meet the requirements of higher education, including topic selection, word count, framework, etc., but also have a certain degree of innovation. However, even graduate students are limited in their ability to be purely innovative, so they need a lot of information and data to support them. However, many students nowadays pursue the number and quantity of words in the writing process, and ignore the content and quality. They have to scrape together the word count, and sometimes even write haphazardly, resulting in a lack of substance and innovation. This phenomenon is the result of students' pursuit of quantity and neglect of quality, and is also related to the environment of fierce academic competition and academic utilitarianism in colleges and universities.
In addition, there is a certain hierarchization in academia, especially in certain professions. The status and influence of some tutors play a decisive role in academic recognition and resource allocation. This academic "valve" phenomenon makes it difficult for truly powerful teachers and students to stand out. If the criterion for evaluating scholarship is mainly based on the status of the supervisor rather than the academic research itself, then the field will form a closed internal chain, limiting the development space of academic research.
By taking stock of the supervisor's reactions, we see the difficulties faced by graduate students in the writing process and the troubles of their supervisors. The writing requirements at the graduate level are strict, not only to meet academic norms, but also to have a certain degree of innovation and professionalism. However, many students often encounter difficulties in writing because they do not know enough about academic research and have a solid foundation in Chinese skills.
When tutors face students' **, they often have a variety of reactions, including surprise, helplessness, ridicule, etc. These responses reflect not only the tutors' distress about the students' ** level, but also the students' problems and difficulties in the writing process. Therefore, students should pay more attention to writing and academic research, improve their language skills and professional quality, and ensure the quality and gold content of the first. At the same time, colleges and universities should strengthen the cultivation of academic research, avoid excessive pursuit of word count and quantity and ignore quality, and provide students with a better academic environment and resource support.