While a plethora of research on second language (L2) writing instruction has focused on instructional approaches, teacher feedback and assessment practice, and student learning experiences, little research has examined issues regarding L2 writing curriculum. In particular, L2 writing curriculum discourse, as one important window to probe into the underlying teaching philosophies and beliefs that impact profoundly on the teaching reality, has received limited attention. To address this void, the current study drew on a teaching and learning writing discourse framework to analyse 68 Chinese English as a foreign language (EFL) university writing curriculum documents. The study found that Chinese college EFL writing curricula and instruction present a relatively comprehensive view of writing and learning to write, at least at the document level. Some salient features of the Chinese EFL writing discourse distribution reflect broader Chinese social changes, such as the promotion of the English for academic purposes (EAP) approach and the dominance of the genre-oriented approach. However, some concerns remain about current Chinese EFL writing instruction, such as a lack of creativity discourse, social practice discourse, and sociopolitical discourse, as well as ill-implemented skills discourse and process discourse. Implications for writing curriculum development, instructional approach improvement, and future L2 writing research are discussed.