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Basically, you pay far less than in the US, and in return you get fewer services.For one thing, there is less campus life, and you have fewer entitlements to services offered on campus. While in the US everything revolves around living on campus, having a social life on campus, participating in a lot of clubs and other activities on campus and getting a lot of services (such as membership in the on-campus gym) for free, university in Germany is more like living like anyone else, except that you go to class instead of to work. Many students live in a normal apartment (with roommates who may or may not be students) instead of a student dorm, have hobbies where they mingle with the general population etc. Usually, the only on-campus service is the university cafeteria. (There are also some other offers like student dorms or sports, but their capacities can only cover a small fraction of the students, and they don’t have nearly as much significance.)Hell, many universities don’t even have a campus! Remember, European universities can be very old, and back in the Middle Ages they were usually built in the city center but they were much smaller than now and had fewer faculties and buildings. When they grew, they didn’t have space to attach a lot of buildings right next to the existing buildings in the middle of the city center, so the new buildings were built somewhere else. Which means that many older universities are decentralized, scattered through the entire city, with university buildings next to department stores, insurance companies and whatever you would find in a city. When you walk from one university building to another university building between classes you may have to cross a distance of several kilometers, walking or cycling through the city.This is another reason why services such as student dorms don’t play the same role. My university offered some student dorms, and I lived in one of them for two years, but the student dorms were also scattered through the entire city, and many of them were actually at the outskirts of the city. When I moved to a normal apartment I lived closer to the buildings where most of my classes took place than before. Where I studied, student dorms don’t really have any advantages compared to normal apartments. Rent is slightly cheaper since it is subsidized by the semester fee all students pay, but not by far, since it isn’t an expensive city anyway.Basically, German universities are less of a bubble that is shielded from the outside world.The other thing is that, as Wolfgang Keller remarked, nobody spoon-feeds you. Classes are very anonymous, you will probably sit in many lectures with several hundred other people, lecturers won’t remember your face or your name (nor are they interested in it), there aren’t many counseling options or offers to get help, and in fact many universities try to fail as many students as they can during the first semesters in order to “separate the wheat from the chaff”. You will need a lot of discipline, maturity and self-directed responsible learning.As an example of how little they care about teaching, here’s an anecdote. At one point in my master’s studies I participated in a class that basically covered a very extensive book that presented a very elaborate theory. We read it from the beginning until the end during the semester. Every week a student gave a presentation on the chapter they had been assigned, we discussed the chapter, addressed and discussed questions about it, and went on with the next chapter one week later.According to the class requirements we had to write a term paper at the end of the semester to pass the class.The lecturer obviously enjoyed the content part of teaching. That is, he liked talking about the content of the book and other discussions related to the topic, he liked to hear contributions and remarks about it and dedicated a lot of time to it.What he obviously did not enjoy was addressing the formalities of the class. Meta-discussions about formal requirements, term papers and stuff like that. Giving the class some sort of structure. Wasting any thoughts on presentation, didactic methods or what the class would be like for the students.That means that he never addressed the upcoming term paper on his own, and when people asked him about details, like how long the term paper was supposed to be or whether he had any formal requirements, you could tell he considered talks about such mundane practical things, like how to pass the class, a waste of time, and that he’d rather go back to talking about linguistics. When he was asked about what the term papers should cover and possible topics for the term paper, he gave a vague, lazy, evasive answer like “oh, anything related to the book you might find interesting” and changed the topic. It was obvious that he had never spent a single thought on possible topics for term papers.Problem is, “anything you find interesting” isn’t enough to come up with a topic for a term paper. The author of the book had done a really really thorough job, both empirically and theoretically. Any data that would be easily accessible was already gathered. Any theoretical idea, any interesting aspect related to the book, any possible objection to his theory, had already been covered in the book. When I was reading the book I always came up with particular ideas to elaborate what I read, and then found these ideas brought up in the book a few paragraphs later. Anything I could think of, the author had thought of it already. There’s a reason the book had 500 pages - it was really extensive and the result of a lot of work. There weren’t any low-hanging fruits left that would be suitable for the amount of work you’re supposed to put into a term paper that yields only 10 ECTS credits. Building anything new on this author’s work, like gathering even more data, would have been a dissertation, not a term paper. Anything I could have written in my term paper would just have been a rephrasing of the content of the book, with no accomplishment on my own, no original thoughts, no original research whatsoever. There was a lot that I found “interesting” in the book, but that didn’t mean I could write a term paper on it, because I didn’t have any original thoughts beyond “hey, that’s interesting”.I would have needed a little more guidance, a little more support from the lecturer. I would have wanted him to think about such things in advance, to consider such problems when planning the class. Imho that’s supposed to be part of the teaching job - making sure there are actually options to pass the class, making sure to gather some actual ideas and suggestions about possible term paper topic. When he picked this book as the contents of the class, he should not only have considered whether it’s interesting, he should also have taken into account whether it provides enough options to write term papers, and similar practical considerations. I sort of felt left alone with the task to write a term paper, noticing the lecturer’s disinterest.I think he was so wrapped up in his academic interest in the content, his enthusiasm for linguistics, that he assumed that the only reason anyone was going to participate this class or write a term paper was because they had a burning desire to read this book, engage with its content, and had a lot to say on it. In his imagination, ideas came first and led to the decision to write a term paper. In his mind, students read the book, notice something interesting and desperately want someone to listen to their cool ideas, and then decide to write a term paper in order to find an outlet to express what they want to say. He couldn’t imagine anyone would want to write a term paper if they didn’t have anything in particular to say about the book in the first place. Any motivation for anything is pure academic interest. Nobody would want to write a term paper just because they need to pass the class.While he was unusually out of touch with the mundane issues of his students and unusually stuck in the ivory tower, holding students to such high standards isn’t exactly uncommon in Germany. Curricula aren’t made for people who just want to pass the class. Students are treated like self-reliant researchers that have to solve their own problems rather than people that you have to guide, support and take under your wing, and asking for help isn’t exactly encouraged and comes with the risk of being considered too immature and too dependent on others.

It earned me a wife. She was an undergraduate, and I was a graduate student, and I offered to type all her term papers for her. I don't think anything I did earned more love and appreciation.When I type quickly, I don't understand what I am doing. I can't think about it; I type faster than I can mentally think words. Sometimes I will type to take notes rather than to scribble them, since I type faster than I can write.But you have a similar experience when you talk. How do you come up with words so quickly? How can you formulate sentences on the fly? I find that typing quickly is no more mysterious, and yet no less mysterious, than holding a conversation.