Academic Writing ProgramWaseda University

Fostering Independent Writers

The Academic Writing Program at Waseda University is committed to supporting all students at the university in developing academic writing skills, with the ultimate aim of cultivating independent writers. An independent writer is someone who can generate ideas, construct arguments, and revise their work based on academic discourse, while also making appropriate use of various tools and seeking guidance when necessary. Specifically, independent writers are able to identify their audience, clarify the purpose of their writing, structure content effectively, and communicate their ideas with clarity. They can also revise their work from the reader’s perspective in mind. Even when writing in solitude, such individuals engage in an internal “dialogue” with both themselves and imagined others—this is the defining characteristic of an independent writer.

In today’s society, the capacity for meaningful dialogue is more essential than ever. Two contrasting societal trends underscore this need. On one hand, there is a growing movement to acknowledge and respect real-world diversity. In our globally mobile era, individuals come from varied linguistic, cultural, and experiential backgrounds. Efforts to respect diverse ways of living, including gender diversity, are steadily advancing. Furthermore, universities and other institutions are now legally required to provide reasonable accommodations so that individuals with disabilities or unique characteristics can participate in education and society. Thus, society is moving in a direction that embraces diversity. On the other hand, we are also witnessing a trend toward the suppression of diversity and the narrowing of public discourse. While the internet and social media appear to offer a wide range of information, they often amplify dominant voices while marginalizing others. Generative AI, which heavily relies on online data, may easily reproduce and reinforce these biases. In such a context, the ability to develop one’s own ideas, engage respectfully with others, build constructive relationships, and express oneself effectively—that is, the ability to engage in dialogue—is indispensable.

Academic writing, particularly in the form of assignments and research papers, offers an ideal space for cultivating such dialogic competencies. This is because academic writing is inherently dialogic in nature. When we read academic texts, we mentally interact with authors who are not physically present—challenging their claims, affirming their perspectives, and building upon their ideas. When we write, we anticipate our readers’ responses and attempt to address their questions and concerns. As we formulate our arguments, we engage in an internal dialogue with ourselves. Such dialogic ability does not emerge spontaneously; rather, it is nurtured through the acquisition of writing skills, the process of drafting one’s own texts, and the receipt of feedback from others. Through such iterative engagement, students gradually develop into independent writers capable of dialoguing with diverse and often unseen audiences.

At Waseda University, the Academic Writing Program supports the development of independent writers through both coursework “Academic Writing” and one-on-one tutoring at the Writing Center. In the undergraduate course “Academic Writing”, students acquire foundational writing skills and apply them to the weekly written assignments. These assignments receive personalized feedback from trained graduate student Teaching Assistants (TAs), who serve as instructors. At the Writing Center, users participate in reflective dialogues with graduate student Learning Assistants (LAs), who serve as tutors, discussing how to plan their writing or revise their drafts. Through these interactions, students learn to reconsider their writing from the reader’s perspective and revise accordingly. Ultimately, they develop the ability to engage in internal dialogue with diverse, imagined readers—even when writing alone—thus embodying the essence of an independent writer.

Graduate Students as Writing Instructors and Tutors

A distinctive feature of the Academic Writing Program at Waseda University is the active involvement of graduate students in writing instruction. Both instructors and tutors are graduate students—either master’s or doctoral candidates—who are deeply engaged in academic research and writing. Their participation enables the program to offer individualized support to a broad range of student writers. Moreover, by serving as writing instructors and tutors, these graduate students deepen their own writing and pedagogical skills, fostering significant personal and professional growth. Many former instructors and tutors have gone on to become university faculty members responsible for teaching academic writing. If you are a graduate student interested in contributing to writing instruction, please see our “Work with Us” page for more information.

Since the opening of the Writing Center in 2004, the Academic Writing Program has steadily expanded its educational initiatives to support the development of independent writers. From its humble beginnings, the program has grown significantly thanks to the strong support of university faculty and administration, as well as the dedicated efforts of the graduate students involved. We extend our sincere gratitude to all those who have contributed to this endeavor.

Today, as universities undergo profound transformations—most notably the rapid evolution of generative AI—the role of academic writing education is being reexamined. Together with our faculty, staff, and student team, Waseda University Academic Writing Program remains steadfast in its commitment to providing meaningful writing education that responds to the demands of this new era.

Yuko Ota, Ph.D.

Associate Professor, Global Education Center

Director, Academic Writing Program

Waseda University