Third International Symposium on
Academic Writing and Critical Thinking
Best Practices for Teaching Academic Writing:
A Guide for University Teachers in Japan (and Elsewhere)
International Christian University
Acknowledging the diverse contexts in which university lecturers teach writing, particularly in Japan, this article offers a number of “best practices” for composition pedagogy within a broad rhetorical framework. These practices advocate writing instruction as an integrated reading-researching-writing-revising process that includes – in addition to the conventional elements of brainstorming, organizing, drafting, and editing – cultivation of meta-skills and habits of mind beneficial to the long-term development of deep writing skills. While prescribing universal principles for writing instruction amounts to a theoretical and pedagogical overreach, the practical principles in this discussion are elaborated for composition instructors to adapt and adopt – and debate and discard – as fits their courses and classrooms.
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