In an effort to improve the overall quality of higher education for international students in China,addressing the limited proficiency in academic Chinese writing is of pressing concern.We claim that the constrained academic Chinese writ-ing proficiency among degree-pursuing international students results mainly from insufficient instruction in second language academic competence,including written language instruction,argumentative writing instruction,academic language instruc-tion,and academic literature reading instruction.In this study,we propose a"four-transition strategy"for developing intema-tional students'academic Chinese writing competence:a)transitions in textbook language style from colloquial to formal,b)transitions in general writing instruction from a focus on narrative and expository writing to an emphasis on argumentative writ-ing,c)transitions in academic writing instruction from teaching academic language to teaching academic writing techniques,d)transitions in academic language skill training from a primary focus on academic reading to a more balanced approach that also includes academic writing training.The study emphasizes that enhancing second language academic writing skills has no pedagogical shortcuts and necessitates a comprehensive,progressive,and long-term approach to achieve enduring learning outcomes.
academic Chinese languageacademic writinginstruction strategy
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