Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students’ response are revealed to understand the effects of those instructions accordingly.

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The transformation ratio of sci-tech achievements of agricultural universities was low in China. In this paper the restrictive factors of transformation of achievements were analyzed, and some countermeasures that will promote the transformation of achievements was put forward, including of improving the laws and regulations of achievement transformation, updating the concept, promoting the innovation of system and mechanism, establishing the marketoriented mechanism of transformation, strengthening the construction of the talent team of the sci-tech achievement transformation and increasing the input to the achievement transformation and so on.