The FLA Writing Center tutors are postgraduates in or graduates of Sophia University programs. They have all gone through training to ensure they can offer the most in their tutorials. As most tutors are in the process of writing and researching themselves, they are in the ideal position to help other student writers with their writing needs.
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Chae
Experience in Japan: My interest in Japanese art and culture bloomed while majoring in oriental painting in my hometown of Seoul, Korea. Learning about the beautiful, irreplaceable history of traditional Japanese artworks sparked my desire to study Japanese and led me to pursue an undergraduate degree in Japan. Therefore, with a passion for studying and working among Tokyo’s famous museums and galleries, I enrolled in the Faculty of Liberal Arts in the spring of 2024. Academic Writing Experience: Having graduated from a public school in Korea, my academics were based on a traditional Korean educational system. This background limited the opportunity to utilize English in an academic setting. Therefore, upon admission, I was afraid to participate in the FLA Core Program classes. I struggled to pass English Composition 1 and was uninspired to write countless essays. However, with the support and feedback of my English Composition 2 and Thinking Process professors, I became motivated to engage deeply in academic writing and hone my writing skills. This effort resulted in a great sense of achievement, and I wish to share my experience and knowledge with everyone who visits the Writing Center. |
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Cody
Experience in Japan: I moved to Japan in 2022 to begin teaching through the JET Program in Miyagi Prefecture. Before that, I had developed an interest in Japan through its art and media, and I wanted the opportunity to experience them more deeply while using my background in education. Teaching in Miyagi helped me further develop my Japanese skills, build lasting relationships, and learn more about Japanese culture through those experiences. Now, my journey has brought me to Tokyo, where I can continue exploring art and subcultures while studying contemporary Japanese literature at Sophia. Academic Writing Experience: During my undergraduate studies, I took many writing-intensive courses that taught me how to structure research papers in both the humanities and STEM fields, as well as creative writing and poetry. I also worked as a writing tutor for three years, where I supported students with many different kinds of writing and became comfortable helping them through each stage of the writing process. I am happy to talk through ideas, review revisions, or help break down prompts and assignment descriptions. I have also worked as an English teacher for the past five years in both the United States and Japan, so I am comfortable working with students from a wide range of backgrounds and experience levels. |
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Emma
Experience in Japan: I first developed an interest in Japan after being exposed to Japanese history in middle school. I then began consuming whatever media I could find that was related to the country, and in high school, I was fortunate to spend a summer in Gunma Prefecture doing a homestay. After that, my love of Japan and Japanese culture was cemented. I began formally studying the Japanese language in college, with the intention of one day returning to Japan to live and work, and after graduation, I became an English teacher in Gifu Prefecture, where I taught for six years. I am now excited to be continuing my studies in Japanese history and culture through the MA in Japanese Studies at Sophia University’s Graduate School of Global Studies. Academic Writing Experience: As an undergraduate in the Honors Program of my university, I was exposed to a wide variety of academic writing styles and analysis, and went on to write research papers for academic conferences and an undergraduate thesis. I applied this experience to my position as a tutor at my university’s Writing Center, where I guided fellow students from both the sciences and the humanities through the full writing process, from brainstorming ideas to drafting outlines to revision. The various techniques I learned at the Writing Center proved invaluable to my students and helped me throughout the process of writing my undergraduate honors thesis. As someone who both loves writing and yet still occasionally experiences dread at looming essay deadlines, I understand the value of having a coherent writing strategy for tackling tough assignments. I look forward to sharing my knowledge and insights with other students, with the hope of building up their confidence and competence as writers. |
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Hanako
Experience in Japan: My journey with Japanese has been lifelong. My father’s family is Japanese-American, so studying Japanese is a way of connecting with my heritage. I briefly lived in Tokyo as a child and continued to self-study Japanese in middle and high school, becoming a fan of Japanese anime, manga, and music in the process. In college, I took Japanese language and literature classes and earned a BA in Japanese from Washington and Lee University. I joined the Graduate Program in Global Studies in spring 2025 to pursue an MA in Japanese Studies, focusing on literature. Academic writing experience: I have benefited from expert writing advice since high school, when I won two national essay contests with the help of an amazing Advanced Placement English teacher. As an undergraduate, I wrote many papers, mostly in literature and art history, honing my skills in research and argumentation. Crafting an argument is hard work, but can be very enjoyable with the right organization and strategy. I look forward to helping students bring out their best writing. |
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Hanalei
Experience in Japan: My childhood was spent alternating between living in my home countries, the United States and Japan, and moving abroad. During my time away from Japan, I enjoyed staying connected to the culture through studying Japanese and keeping up with the latest variety show episodes. I returned to Japan for my sophomore year of high school, and have been living in Tokyo ever since. Academic writing experience: Although English is one of my first languages, I was not always confident in utilizing the language in academic settings. For the majority of my elementary school years, I did not attend a school where English was the language of instruction. Upon starting middle school at an American international school, I felt nervous about the prospect of being tested for my English vocabulary and writing abilities. Despite my initial learning curve, I soon began to take genuine delight in refining my reading comprehension and writing skills. Motivated by my interest in academic reading and writing, I challenged myself further in the English courses I took in high school: AP (Advanced Placement) English Literature and Composition, and SUPA (Syracuse University Project Advance) Introduction to Creative Nonfiction. Having completed English Composition 1 and 2 in the FLA program, I believe that my writing skills continue to improve. As I was able to grow from the support of my English teachers, professors, and writing center tutors, I hope to be a helpful and encouraging tutor. |
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James
Experience in Japan: My interest in Japan comes from a long-standing fascination with culture, especially how it is lived, shaped, and negotiated in everyday life. I moved to Japan in 2022 as an exchange student at Hosei University. After graduating, I worked as an English teacher for about a year before beginning the Master’s Program in Global Studies at Sophia in Spring 2025. Living and studying in Japan has continued to deepen my academic interests and inspire my work. Academic Writing Experience: My academic writing has been shaped by my undergraduate studies in anthropology and film studies. Through that work, I gained experience with a range of writing styles, from the more scientific writing used in archaeology and biological anthropology to the interpretive and humanities-based writing common in ethnography and film analysis. During my undergraduate studies, I received two student excellence letters from my university’s English department for papers I wrote. At Sophia, much of my writing focuses on social issues in Japan, and this has further strengthened my ability to craft clear, effective academic arguments. My experience has also made me attentive to the practical side of writing, such as adapting ideas to different assignments, meeting professors’ expectations, working within word limits, and developing writing that is both clear and engaging. Writing can be challenging, but producing a final piece that you feel proud of is deeply rewarding. I hope to help students build that same sense of confidence in their own writing. |
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John
Experience in Japan: My first introduction to Japan came in elementary school, when a visiting teacher and graduate student from Japan introduced my classmates and me to basic Japanese language and culture. I later majored in Asian Studies and International Relations at Saint Joseph’s University in Philadelphia, where I focused on political and cultural issues involving Japan and the United States in Okinawa. In 2015, I came to Japan as an exchange student at Sophia University and quickly developed a strong connection to the country. After that, I worked as an English teacher in both private and public schools in Tokyo. Most recently, I taught at Tamagawa Academy after completing Sophia University’s master’s program in Global Studies from 2021 to 2023. I am currently pursuing a PhD in Sophia University’s Graduate School of Global Studies. Academic Writing Experience: For my master’s degree at Sophia University, I wrote a thesis on Okinawan hip-hop using postcolonial textual and cultural analysis, in addition to completing academic writing in a range of disciplines. My main areas of specialization are historiography, ethnography, and political science. Professionally, I have also taught writing to Japanese high school students preparing to enter English-language university programs in both Japan and the United States, including some who later enrolled at Sophia University and successfully completed their studies. Through these experiences, I have developed a strong appreciation for the challenges of academic writing and enjoy helping students build clarity, confidence, and stronger arguments in their work. |
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Kailani
Experience in Japan: Growing up in Hawaii, I visited my family in Iwate Prefecture every summer. Despite my frequent visits, I felt disconnected from that side of my identity. During high school, I became increasingly interested in exploring my Japanese heritage and learning the language, which inspired me to continue my academic journey in Japan. This led me to enrol in the Faculty of Liberal Arts at Sophia University in the fall of 2024. While studying at university, I am excited to continue deepening my understanding of Japanese culture and building connections with students. Academic Writing Experience: I first realized my passion for writing in elementary school during a creative writing class and continued to explore the subject throughout middle and high school through courses like AP Language, AP Literature, AP Seminar, and AP Research. These classes came relatively easily to me, instilling confidence in my abilities. That changed when I entered Sophia University, where I experienced newfound challenges, particularly in my English Composition 1 class. Due to my struggles, I started to question my educational identity. At the start of the second semester of my first year, I set a goal for myself to exert at least twice as much effort as I did in the previous year. This focus led me to improve my writing technique and regain the passion I once had. During my journey as a Writing Center tutor, I look forward to growing alongside fellow students and sharing the insights I gain throughout the experience. |
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Khaila
Experience in Japan: I was born in Japan, but I grew up in the Philippines after moving there at a very young age. Eight years later, I returned to Japan and faced the challenge of rebuilding my Japanese language skills while adjusting to a culture that felt both familiar and new. Over time, this became easier, especially after attending a public Japanese junior high school for a year. I later transferred to an international school in Tokyo and am now studying at Sophia University. Academic Writing Experience: In high school, I was a member of the writing club and journalism team, where I served as an editor for the school newspaper for three consecutive years. That experience taught me how to help others strengthen their writing and how to give constructive feedback with care. After completing the FLA Core courses, I feel that I have further developed my writing skills and gained greater confidence as a writer. I hope to help students build that same confidence in their own writing. |
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Pablo
Experience in Japan: I began studying Japanese in college because I was curious about learning a language that was not closely related to English. From there, my interest in Japan grew as I was introduced to Japanese cinema, history, and literature. In my senior year, I spent a semester abroad at Sophia. After graduating, I worked for four years as an English teacher in Wakayama Prefecture before returning to Sophia in Fall 2025 to continue my studies in Japanese history as an MA student in Japanese Studies in the Graduate School of Global Studies. Academic Writing Experience: As an undergraduate majoring in history and international studies, I regularly wrote papers on a wide range of topics and benefited greatly from my advisors’ guidance and constructive feedback throughout the writing process. Although I was already confident in my written English, my academic writing developed significantly during this time as I learned to write more concisely while maintaining a strong argumentative structure. Returning to academic life as a master’s student has been an exciting opportunity to further develop my research skills and apply them to my writing. I look forward to helping students work through the challenges of academic writing and to helping them find it as rewarding as I have. |
Do you have what it takes to be a writing center tutor?
FLA Writing Center Tutor Qualifications
Applicants should…
*Applicants must also have a ‘Working Permission’ and ‘Residence Card’.
Job Description
We will be not hiring for the Autumn 2026 semester.
If you are interested in working as a tutor, please email the Writing Center ([email protected]). Please note that undergraduate students are typically only considered via recommendation from a Core Program instructor.
In your email explain why you want to work for the FLA Writing Center and how many semesters you will be able to work. In addition, attach a CV/resume, a recent writing sample for evaluation, and a prospective writing center tutor bio and photo in your application (see TUTORS section above for examples of tutor profiles) .
FLA Writing Center Tutor Qualifications
Applicants should…
- be Graduate Students** or Alumni of Sophia University or exceptional undergraduate FLA students that have been encouraged to apply by their Core Program Professor.
- have advanced proficiency in spoken and written English.
- be comfortable providing feedback on students’ written assignments, essays, reports, and other papers.
- be friendly, supportive, and enthusiastic about providing academic advice to undergraduates.
- have a strong sense of responsibility.
- be reachable via email.
- be available to work at least two days per week, with a minimum of two sessions each day, for at least two semesters (hours are flexible).
*Applicants must also have a ‘Working Permission’ and ‘Residence Card’.
Job Description
- Successful applicants will receive training and have the opportunity to observe experienced tutors.
- Writing Center tutors are expected to visit classes and introduce the Writing Center to students at the beginning of each term.
- Writing Center tutors are expected to assist with and facilitate Writing Center workshops.
We will be not hiring for the Autumn 2026 semester.
If you are interested in working as a tutor, please email the Writing Center ([email protected]). Please note that undergraduate students are typically only considered via recommendation from a Core Program instructor.
In your email explain why you want to work for the FLA Writing Center and how many semesters you will be able to work. In addition, attach a CV/resume, a recent writing sample for evaluation, and a prospective writing center tutor bio and photo in your application (see TUTORS section above for examples of tutor profiles) .