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) Advanced Writing Course (II) is a writing textbook of the Developing Chinese series, which is applicable for learners who have studied the advanced Chinese courses such as Developing Chinese Advanced Comprehensive Course (I) and Developing Chinese Advanced Writing Course (I), or those who are above the advanced level of Chinese Learning. The textbook consists of 14 lessons, each of which consists of three main parts including model essay study, after-school composition, and writing resources. Analytical framework diagrams and sample sentence imitations are set after each lesson to guide learners to understand the text and familiarize them with the language points. The after-school composition disperses from the core argument of the lesson and encourages students to brainstorm and practice writing. The writing resources expands on idioms, sayings, allusions and writings related to the lesson, which can help learners broaden their horizons and accumulate writing materials. The selection of involved topics is close to life, practical and interesting, the exercises are set up in a scientific and reasonable manner with a variety of question types, and the extension resources are abundant, cultivating learners’ independent learning ability. Through the training of different types of questions such as text summary, sentence imitation, outlining and composition exercises, a number of writing tasks can be completed to enhance the learners’ ability in written writing.

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) The selection of involved topics is close to life, practical and interesting;

(2) The exercises are set up in a scientific and reasonable manner with a variety of question types;

(3) Extension resources are abundant, cultivating learners’ independent learning ability;

(4) Through the training of different types of questions such as text summary, sentence imitation, outlining and composition exercises, a number of writing tasks can be completed to enhance the learners’ ability in written writing.

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