Developing Chinese (3^rd Edition) is a set of systematic Chinese language teaching materials for adults that embodies the teaching concept of “development” and adopts the model of “integrating comprehensive language ability cultivation with specialized language skills training”, which can be divides into three levels (elementary, intermediate and advanced) and six series (comprehensive, speaking, listening, reading, writing and elementary reading and writing), with a total of 28 volumes.

Developing Chinese (3^rd Edition) Intermediate Writing Course (I) is a writing textbook of the Developing Chinese series, which is applicable for learners who have studied the elementary Chinese courses such as Developing Chinese Elementary Comprehensive Course (II) and Developing Chinese Elementary Reading and Writing Course (II), or those who are at intermediate level of Chinese Learning. The textbook consists of 14 lessons, each of which is made up of parts such as essay evaluation, model essay reading, model essay analysis, writing practice and after-school composition. The writing training of model essays mainly focus on the introduction of characters, expression of opinions or views, narration of events, etc. Each model essay is organized in time order or deduction structure. Through this textbook, students can understand the basic features of Chinese chapter structure and master common vocabulary or sentence patterns in order to improve their writing skills.

Li Quan, Editor-in-Chief, is a professor and doctoral supervisor at the School of Chinese Studies and Cultural Exchange, Renmin University of China. Professor Li is also a member of the National Steering Committee for Postgraduate Education of International Chinese Language Education, vice president of the Beijing Language Association, executive director of the International Society for Chinese Language Teaching, and editorial board member of various journals such as Chinese Teaching in the World and Applied Linguistics.

(1) Respect the characteristics of Chinese language and pay attention to the practice of special Chinese sentence patterns.

Practice targets the articulation and expression of phrases and segments, paying special attention to the fused sentences in Chinese discourses.

(2) Integrate reading and writing and give full play to the demonstration effect of model essays.

The model essays are of moderate length and appropriate difficulty, and are exemplary and imitable in terms of language expression and structural organization.

(3) Focus on writing practice and highlight link design and writing process training.

The links are interlocked and progressive from the reading of model essays to writing practice, and then to the assignment and evaluation of essays.

(4) Pay attention to in-depth essay arrangement and systematic assessment.

Brainstorming is carried out when assigning essays, and gains and losses are analyzed when evaluating essays, so that learners can continuously improve their writing level in the process of “preparation-writing-feedback”.

The textbook consists of 14 lessons in total, and each lesson is suggested to finish in 2 class hours.