1 Introduction

The importance of cultivating composite talents with international perspectives and cross-cultural communication skills in higher education under the background of globalization was discussed, emphasizing the key role of academic English writing courses in enhancing students' research abilities and international communication skills. A research has constructed an academic English writing teaching model based on the general academic English concept, with project driven and intelligent teaching as the core. The practical process and effects of this model have been analyzed through actual teaching cases, aiming to provide reference and inspiration for the construction of academic English writing courses.

Research on General Academic English Teaching

English for Specific Purposes (ESP) was proposed by Halliday in 1964 to meet the specialized English needs of specific industries. Academic English (EAP) is divided into General Academic English (EGAP) and Specialized Academic English (ESAP). EGAP focuses on interdisciplinary academic skills and language forms, suitable for students from different disciplinary backgrounds. The six main learning skill areas of EGAP include academic reading and writing, vocabulary expansion, lecture listening and note taking skills, academic presentation, research and citation skills, and exam strategies. The academic English writing course is a key strategy to alleviate students' second language writing challenges, based on genre analysis and investigation of students' writing difficulties. The process oriented teaching method focuses on the writing process, while the genre based teaching method emphasizes the writing purpose and reader group. Empirical research has found that balancing process and genre based teaching methods can optimize learning outcomes. Domestic universities face challenges in exploring academic English writing teaching models, including how to innovate and promote ideological and political construction in English education, the mismatch between traditional teaching methods and the modern international community's demand for composite talents, and the tension between the limited resources of traditional education and the construction of new English education models in the digital age.

Construction of Teaching Mode for Academic English Writing Course

This article introduces the construction of an academic English writing teaching model, which follows the "trinity" educational philosophy and includes three teaching objectives: value shaping, ability cultivation, and knowledge transmission. The implementation method is "one principle, one path, four methods", emphasizing the principles of learning and application, project driven, critical thinking, and IMRD framework research papers. The four methods cover language analysis, project driven, writing archive, and technology empowerment. Teaching evaluation adopts diversified, three-dimensional, and value-added evaluation methods, focusing on the diversification of evaluation subjects and objects, the evaluation of the entire writing process, and the growth of course satisfaction.

Practical Application of Teaching Mode in Academic English Writing Course

This chapter takes the academic English writing course for non English major undergraduate students at Tsinghua University as a case study to explore the practical application and effectiveness of the teaching mode of academic writing courses. Tsinghua University emphasizes the effectiveness of undergraduate education and advocates the concept of "learning by doing". Its international talent cultivation strategy promotes early exposure of undergraduate students to academic literature and research activities. The needs analysis shows that students have an urgent need to improve their academic English reading and writing abilities. After more than a decade of reform, the course has become a high-level course in public English compulsory courses, focusing on research paper reading and writing, increasing the level of challenge, and adding research-based and innovative content. Students complete the stages of topic selection, literature search, project design, data analysis, etc., and ultimately independently complete research papers and collaborate to complete oral or poster presentations.

5 Academic Writing Teaching Effectiveness

Introduced the achievements of the academic English writing teaching model, including the improvement of student participation, sense of achievement, and satisfaction rate. The teaching effectiveness is mainly reflected in: 1) the combination of learning and application in teaching integrates ideological and political education into the entire teaching process, cultivating students' academic integrity and sense of responsibility; 2) Project driven and intelligent learning teaching methods activate the classroom, expand learning time and space, achieve a closed loop of learning and application, and enhance students' language skills, learning abilities, and social cognitive abilities; 3) Students' academic English communication skills and academic literacy have significantly improved, especially in academic literature retrieval, analysis and integration, and discourse structure construction.

6 Conclusion

This chapter summarizes a multidisciplinary undergraduate academic English writing teaching model based on the concept of general academic English. This model combines the "three in one" teaching objectives and the implementation strategy of "one principle, one path, and four methods", aiming to enhance students' academic English literacy and innovative spirit, and help them tell Chinese scientific research stories in English. This model is in line with the goal of cultivating outstanding talents in high-level universities. In the future, we will explore the deep integration of public English courses and professional training, as well as the application of AI technology in English academic writing teaching, in order to improve the contribution, matching, and achievement of university English courses in cultivating outstanding talents.