This paper examines writing support practices in Australian and New Zealand universities,comparing them with models in the United States and Canada. Drawing on institutional visits, interviews,and existing research, it explores how these institutions address the academic writing needs of diverse student populations through integrated, student-centered approaches. While not all institutions use theterm “writing center,” many provide comprehensive services that include writing instruction, academic skills development, and discipline-specific support. Key strategies include embedding resources into learning management systems, employing AI-powered tools, offering peer support, and conducting regular student feedback surveys. Particular emphasis is placed on supporting multilingual and first-year students, whose academic literacy needs are often unmet by secondary education. The paper also discusses the challenges of integrating writing instruction into the curriculum and highlights the importance ofinstitutional support. Finally, it argues for increased international collaboration among writing centers and academic support services to share best practices and address common challenges in supporting student writing globally. This project is funded by the Japan Society for the Promotion of Science, Research-in-Aids for Scientific Research, 23K18896.
Maki Terauchi (Sat,) studied this question.