Students, upon their entrance in college or university, have in mind several specialisations to work on.  As diverse as fields are, there are various learning activities prepared by higher educational institutions for them.
In this profusion of learning activities, perhaps, they’re familiar with courseworks; and if it does ring a bell, then, it shouldn’t be hard to perceive seeing themselves as writers.  If they fail to see themselves as writers, they may be in need to know how to become a writer, an academic writer in specific:

• They will be introduced to the concept of drudgery of composition, of incessant revisions in the name of improvement – all of these are part of addressing the need to express (by students), hone more skills, and provide a means to measure such skills (i.e., the writer’s product).

• They will not ask the question of “how to become a writer;” instead, the question will be refined to inquire as to “how to become a better writer?”  In effect, student would hunt for new techniques to try or attempt to properly apply them.  They do so in both conscious and unconscious effort.

• As an academic writer, they will continue to uphold the principle of original thought.  Hence, they must treat any other sort of data (that is not theirs) to be borrowed and will utilise apt referencing style-formats to acknowledge other people’s work.

• It would be necessary to experience differing writing styles as well as a proficiency in integrating research work with the students’ coursework.  This are skills that continue to flourish every single time students opt to address the question of how to become a writer.

At the end of students’ academic journey, they can confidently say that before they get to have their dream career, they were once writers.