Question

irina

哪一個段落沒有主題句？
我覺得是第一個，對嗎？
要怎麼替這個段落寫出主題句呢？

2
Despite different home cultures and countries, international students' main
overall motivation is the desire get out on their own, to carve out a new direction
in their lives. "Foreign students" do not casually abandon the comforts of family
and cultural ties; they have done their homework on Canadian schools. All their
preparation, though, cannot prepare them for the loneliness and ongoing difficul-
ties they face, from cold winters to financial issues related to the higher tuition
fees they must pay. Some students, though, emigrate to escape those same tight-
knit families and bonds that others find so painful to leave behind. A Macleans "On
Campus" report notes that family expectations may be opposed to students' visions
for themselves and lead them to reject accepted values and career paths in their
hometowns and countries. Csilla, a web-design student at Waterloo admits, "I was
always supposed to enter my family's restaurant business in Budapest, but I felt suf-
focated even working part-time as a server. Web design is my passion, and I wanted
12: CAUSE OR EFFECT [-
a completely fresh start, something that is completely my own ("International Stu-
dents"). Finding independent paths to their own dreams is the key here, whether
students choose those paths as a result of personal ideals or as a reaction to pre-set
future plans.

3
Whatever their initial reasons for emigrating, most students admit Canadian
educational opportunities and the potential for personal and career rewards are the
main reasons that they are here. When researching educational opportunities in their
homelands, many find no internationally known postsecondary institutions catering
to their areas of interest, or no programs or degrees relevant to their future careers.
Canadian colleges and universities, in fact, recruit students in many areas of the world,
making them aware of the range and quality of higher education and career train-
ing available. Celia de Montbrun attended such a session. "Since Trinidad didn't offer
architecture programs, de Montbrun knew she would have to study abroad. Now...
she's earning a degree which is internationally valued...while being exposed to a dif-
ferent country and culture" ("International Students"). A related impetus for studying
abroad is the lack of career opportunities available, even for graduates. Anastasia, a
Russian student in Humber College's post-graduate software development program,
confirms this: "It is difficult to find work in Russia, and even more difficult to study
and work because education is expensive... [and it is] not acceptable to take time off
to study when you have a job...internship programs are far more common here..."
(Almeida).

While some students stay in Canada only for their degree years, most stay here
to pursue the careers they trained for. Because of its reputation as a country where
gender equality and cultural diversity are the norms, Canada also attracts a large per-
centage of female scholars from all over the world. Miho Takaya, now a permanent
resident, agrees: "Japanese society is still male dominated, which makes it difficult
for women to find work, and she goes on to say, "I got used to the Canadian way of
doing things and I love the lifestyle. There are people from all over the world here,
and you're exposed to so many different types of cultures and cuisines” (“Interna-
tional Students"). Similarly, Adella Kudzai Chimbindi planned to return to Belgium
after completing her degrees at York University, but now confesses, "People come to
Canada from different parts of the world. They bring their different cultures, which
they integrate into the Canadian way of life. This... sets Canada apart. I got used to
the place, the style and being without my family" (Almeida). Other women (and
some male) international students admit they were initially drawn here by the exam-
ples and presence of successful relatives already established in Canadian society and
enjoy its multicultural nature.