Abstract
This article provides an insight into how writing academic English is a challenge for non-native learners of English, especially for those pursuing their studies at institutions of higher education in Australia, an English-speaking country under the ADS scheme. Employing a comparative approach to the practice of learning writing in English and basing on critical review of the literature, the article explores accessible areas of difficulties facing non-native students of English, namely discourse styles, values in academic writing, ethnocentrism and disciplinary culture. To justify the findings, informal interviews with ADS-sponsored non-native students were also carried out to explore more personal views on the matter. Followed are practical suggestions with a view to improving the instruction of English academic writing.