This writing approach is based on the analysis and observation of a number of Chinese International Graduates studying in a Canadian university. The major focus of the writing model is the concept of “Academic freedom”, which allows the students to mention and describe any of the topics in their writings. The Chinese International Graduates included in the study mention the various restrictions on academic writing in the Chinese universities. This restricts the students in the Chinese universities to include a number of factors in their academic writings, which in turn restricts the development and efficient usage of the writing skills of the individuals. This model of writing approaches focuses on a number of difficulties in the activities of writing academic papers which includes issues in both technical skills and epistemology (O’Donovan, 2008). This model of academic writing approaches describes the limitation of the Chinese International Graduates studying in the Canadian universities in terms of usage of the language and utilization of various expressions. This also defines the difficulties faced by a number of individuals in terms of restricted access to the utilization of the language in an effective and efficient manner. The model also focuses on a number of difficulties faced by the writers in terms of expressing themselves on the paper. The nested model of writing approaches also focuses on the form on which the academic writing is based on. There are a number of forms in which the academic paper can be prepared based on the motives and objectives of the writing. One of the writing approaches mentioned by this model is the establishment of facts or details early in the academic paper, which is then continued by the arguments, put forward to support the facts (Zhang, 2011).