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Postgraduate students of various scientific disciplines are often required to write research articles in English. Writing for publication is an onerous task, especially when English is an additional language. This chapter describes how scientific writers from three disciplines (information, materials, and knowledge science) are engaged and empowered at a small national research institute in Japan. Based on a comprehensive needs analysis, a three-pronged approach was adopted, comprising credit-bearing courses, face-to-face writing conferences, and online support. Corpus-informed materials were developed in-house for a suite of credit-bearing courses that form the mainstay of the formal curriculum. All courses are hybrid, blending onsite instruction with online learning activities. The courses are eclectic in approach, drawing on concepts such as flipped classrooms and activity-based learning. Face-to-face writing conferences are arranged for writers who submit drafts of articles or chapters for feedback. During these meetings, tutors provide discipline-specific constructive advice. In addition, writers are introduced to online resources and in-house tailor-made tools to assist their writing. Tools harnessing string searches, such as a corpus-based error detector, are used to enable writers to receive automated feedback on their work anytime.