This paper explores effective strategies for improving the writing proficiency of English majors in higher education contexts. Drawing on pedagogical experience and student feedback, the study emphasizes a holistic, long-term approach grounded in vocabulary enrichment, extensive reading, and the development of English language thinking. It argues that sustainable improvement in writing cannot be achieved through short-term exam-oriented training but requires systematic and integrated efforts across multiple linguistic and cognitive domains. Practical implications for curriculum design and classroom instruction are discussed.
Ma Na (Tue,) studied this question.