Students Studying Abroad
Education is important in today's life. There are many students around the world
who want to stud y abr oad. Australia is one of countries where m any s tudents
com e to study. Studying abroad is a popular choice among students today, however is the
best?
There
are
advantages
as
well
as
disadvantages with studying abroad.
Firstly, students have the chance to learn
and im prove a n e w l a nguag e. T her e is
nothi ng better t han to lear n l angu ages
with natives. Students can practise with
local people when they study at school,
so students improve their listening and
speak ing sk ills. It is also chance to
experience new cultures and life styles. It
could improve the chance to get new
opportunities which help a student in the
Figure 1 Students from Japan and India
future to find jobs over the world.
Honkong
Knowledge and
Understanding
Demonstrates
detailed
knowledge and
understanding of
the relationship
between contexts
and texts as the
linguistic choices
are determined by
the contextual
factors. Written
from Australia in
the 21st century
(e.g. find jobs over
the world).
However, the term
“natives” is
awkward in this
cultural context.
Secondly, students become organized and self confident studying abroad which helps
them in their study as well as life. There are good and bad things in every society.
Living abroad is lik e learning what the big world looks lik e and how to face the
difficulties. Also the experience helps to improve a student's independence.
On the other hand, one disadvantage of living or studying aboard is living in a different
place and culture. W hen students go abroad they are living somewhere very different
and it is not easy to understand the language which is very difficult to speak. They may
also come across many problems for example different food, bad weather and no
friends. Students can also become homesick. Some home stays are not good. The cost
of living is expensive abroad like expensive rent, school fees, and food.
Las t, but not the leas t , adaptin g to a ne w environm ent is a real chall enge f or
f or eign students. W hile changing climate c an affect their health, life may turn into
a struggle for survival in a strange country. If students do not have enough physical
and mental strength, they will fail to adjust in a new environment.
In conclusion, while studying abroad offers great opportun ities for a better future, it
also is a challenge which students must overcome to fulfil their dreams. Therefore,
if you have a chance, I think you should take it but be prepared for many challenges and
changes.
Words: 365
Application
Demonstrates
sound use of text
appropriate
languages
features to make
meaning, for
example varying
sentence structure
to keep the writing
interesting
including both
simple and
compound
sentences.
Stage 2 English as a Second Language annotated student work for use in 2011
106756072 (revised July 2010)
© SACE Board of South Australia 2010
Analysis of School Newsletter
A school newsletter is for parents of students who attend the school but student will also read
the newsletter. This article is good for students and their parents if they are thinking about being
an exchange student or travelling to go to school in another country. Articles are written to
promote the school or an issue and make it sound good. I tried to make studying abroad sound
good. I used a heading to attract readers and a photo of students at school smiling to influence
the reader to think positive thoughts about studying in Australia. The ideas are organised by
firstly and secondly and begin with the advantages before the disadvantages for studying in
Australia. My conclusion is in the last paragraph and it is a balanced conclusion to show positive
and negative impacts.
Analysis
Demonstrates
appropriate
analysis of the
relationship
between the
purpose and the
structure of the
article for the
newsletter such as
using a headline
and photo to
attract an
audience.
Words: 135
Additional comments

Demonstrates usually clear and coherent writing with a sound vocabulary. The language is fluent, the
meaning is explicit and the choice of words demonstrates a technical vocabulary (e.g. advantages,
experience, student’s independence, foreign, environment).

Throughout this newsletter article there is evidence of sound grammatical control and complexity
including complete sentences, accurate punctuation and consistent tenses.

Throughout the article there is evidence of sound knowledge and understanding of context-specific
vocabulary as the student appropriately uses terms like organized, experience, independence,
challenges and changes.
Stage 2 English as a Second Language annotated student work for use in 2011
106756072 (revised July 2010)
© SACE Board of South Australia 2010
Performance Standards for Stage 2 English as a Second Language
A
Knowledge and Understanding
Analysis
Application
Communication
Comprehensive knowledge and
sophisticated understanding of the ideas,
concepts, and issues in texts.
Comprehensive analysis
of the relationship
between the purpose,
structure, and language
features of a range of
texts.
Comprehensive selection and use of
information from a range of sources.
Consistently clear and
coherent writing and speaking,
with a sophisticated
vocabulary.
Highly effective location,
recording, analysis, and
synthesis of ideas,
information, and opinions
from a range of texts.
Comprehensive use of text-appropriate
language features to make meaning.
Effective analysis of the
relationship between the
purpose, structure, and
language features of a
range of texts.
Effective and considered selection and
use of information from a range of
sources.
Usually clear and coherent
writing and speaking, with a
sound vocabulary.
Systematic meaning that is conveyed
and exchanged appropriately in
familiar and unfamiliar contexts.
Evidence of sound
grammatical control and
complexity.
Effective use of text-appropriate
language features to make meaning.
Proficient use of formal and
objective language.
Effective interaction with other people
in order to obtain or convey
information and opinions.
Effective use of interpersonal
language to sustain spoken
interaction.
Appropriate selection and use of
information from a range of sources.
Generally clear and coherent
writing and speaking, with an
appropriate vocabulary.
Comprehensive knowledge and
understanding of the relationship between
contexts and texts.
Thorough knowledge and understanding of
the ways in which texts are composed for
specific purposes and audiences.
Comprehensive knowledge and
understanding of context-specific or
technical vocabulary.
B
Well-considered knowledge and
understanding of the ideas, concepts, and
issues in texts.
Detailed knowledge and understanding of
the relationship between contexts and
texts.
Effective and considered knowledge and
understanding of the ways in which texts
are composed for specific purposes and
audiences.
Effective and considered
location, recording,
analysis, and synthesis of
ideas, information, and
opinions from a range of
texts.
Effective and considered knowledge and
understanding of context-specific or
technical vocabulary.
C
Considered knowledge and understanding
of the ideas, concepts, and issues in texts.
Appropriate knowledge and understanding
of the relationship between contexts and
texts.
Some considered knowledge and
understanding of the ways in which texts
are composed for specific purposes and
audiences.
Some considered knowledge and
understanding of context-specific or
technical vocabulary.
D
Some recognition and understanding of the
ideas, concepts, and issues in texts.
Some recognition and understanding of the
relationship between contexts and texts.
Some recognition and awareness of the
ways in which texts are composed for
specific purposes and audiences.
Some recognition and understanding of
context-specific or technical vocabulary.
E
Limited recognition or awareness of the
ideas, concepts, and issues in texts.
Limited awareness of the relationship
between contexts and texts.
Limited recognition or awareness of the
ways in which texts are composed for
specific purposes and audiences.
Limited recognition or awareness of
context-specific or technical vocabulary.
Appropriate analysis of
the relationship between
the purpose, structure,
and language features of
a range of texts.
Appropriate location and
recording, and some
analysis and synthesis of
ideas, information, and
opinions from a range of
texts.
Partial recognition of the
relationship between the
purpose, structure, and
language features of a
range of texts.
Some location, recording,
and description of ideas,
information, and/or
opinions from a text.
Limited recognition of the
relationship between the
purpose, structure, and
language features of a
range of texts.
Attempted location and
recording and recount of
simple ideas, information,
or opinions from a text.
Complex meaning that is conveyed
and exchanged appropriately in
familiar and unfamiliar contexts.
Productive interaction with other
people in order to obtain or convey
information and opinions.
Simple meaning that is conveyed and
exchanged appropriately in familiar
and unfamiliar contexts.
Some considered use of textappropriate language features to make
meaning.
Evidence of sophisticated
grammatical control and
complexity.
Precise use of formal and
objective language.
Fluent use of interpersonal
language to sustain spoken
interaction.
Evidence of appropriate
grammatical control and
complexity.
Appropriate use of formal and
objective language.
Appropriate interaction with other
people in order to obtain or convey
information and opinions.
Appropriate use of
interpersonal language to
sustain spoken interaction.
Partial selection and use of information
from a narrow range of sources.
Occasionally clear and
coherent writing and speaking,
with a restricted vocabulary.
Partial meaning that is conveyed and
exchanged in a narrow range of
familiar and unfamiliar contexts.
Partial use of text-appropriate
language features to make meaning.
Some interaction with other people in
order to obtain or convey simple
information and opinions.
Evidence of partial
grammatical control and
complexity.
Restricted use of formal and
objective language.
Basic use of interpersonal
language to sustain spoken
interaction.
Limited selection and use of
information from a narrow range of
sources.
Limited clarity and coherence
in writing and speaking, with a
limited vocabulary.
Limited meaning that is conveyed and
exchanged in a narrow range of
familiar contexts.
Evidence of limited
grammatical control or
complexity.
Attempted use of text-appropriate
language features to make meaning.
Attempted use of formal and
objective language.
Attempted interaction with other
people in order to obtain or convey
simple information and opinions.
Attempted use of interpersonal
language to sustain spoken
interaction.
Stage 2 English as a Second Language annotated student work for use in 2011
106756072 (revised March 2016)
© SACE Board of South Australia 2010