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 Intermediate Comprehensive Course (II) and Developing Chinese (3rd Edition) Intermediate Writing Course (I), 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) The texts are rich in themes and close to students’ daily lives. The content involves Chinese culture and Chinese national conditions, while taking into account the contrast between Chinese and foreign cultures.

(2) The writing of the text follows the principle of step-by-step progress from model texts reading, model texts analyzing, to writing exercises, precisely the process of text content understanding, writing skills analyzing and comprehensive application, which can help to gradually develop the learners’ Chinese writing skills.

(3) The teaching materials are rich in resources for expanding and cultivating learners’ independent learning ability.

(4) The book focuses on the practice of special Chinese sentences and writing practice to improve the learners’ Chinese writing ability in an all-round way.

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