Effective Strategies for Teaching Academic Writing and Literary Reading: Perceptions and Challenges of STEM Students in Chinese Higher Education

Drawing on the experiences and practices of teaching “Literature and Writing” courses at ShanghaiTech University, this paper explores effective strategies for integrating academic writing and literary reading in college literature classes to develop students’ cognitive abilities through a writing-to-learn (WTL) approach. The study examines the preferences and challenges STEM students face in learning academic writing and literary reading, highlighting common obstacles these learners encounter. Data were collected through a survey instrument and analyzed using descriptive statistics. The results reveal STEM students’ reading and writing habits and perspectives on one-on-one writing conferences. This paper proposes possible solutions for teachers to help students cultivate writing and critical thinking skills through a blend of WTL and interdisciplinary teaching approaches.