Chapter 4, authored by Di Wu, presents an autoethnographic exploration of a Chinese international student’s journey in developing academic writing skills within the context of Australian higher education. The chapter identifies the challenges encountered in adapting to new academic conventions, such as mastering referencing techniques, academic tone, and expectations of critical analysis. It also reflects on personal experiences and institutional support systems, using theoretical frameworks like HCT, the HCA, and Tomlinson’s Graduate Capital Model.

Academic Literacy: Proficiency in scholarly writing, reading, and critical engagement.

HCT: A model suggesting education and skills as investments for economic success.

HCA: A rights-based model centred on human well-being and individual freedom.