creative writing for non native english speakers

Improving Your English Writing Skills as a Non-Native Speaker

Writing in English can be a daunting task for non-native speakers, especially when it comes to crafting blog content. Despite my familiarity with the language, accurately expressing myself remains a constant challenge.

However, through perseverance and exploration, I’ve discovered invaluable strategies to overcome these obstacles and improve my English writing skills .

Why I Started Blogging in English as a Non-Native Speaker

One of the primary motivations behind my decision to blog in English alongside Dutch was to expand my audience reach .

While Dutch is my native language, I recognized that limiting myself to this audience would restrict the potential impact of my content. By incorporating English into my blogging repertoire, I aimed to make my insights and perspectives accessible to a broader global audience .

Developing My English Writing Skills

The decision proved fruitful, as evidenced by the significantly increased viewership of my English articles compared to those written solely in Dutch.

It really showed me how important it is to make your content accessible in different languages. It’s all about reaching out to different folks and making those connections through what you write.

But let me tell you, writing in English isn’t just about being able to talk the talk. When I first dipped my toes into blogging in English, I realized there’s a whole other skill se t involved.

It was like starting from scratch, trying to get the hang of writing fluently and effectively.

Fortunately, there are various resources and techniques for quickly boosting your written English proficiency. After finding these tools and putting them into action, I’m now able to express myself confidently through my words!

And that’s why I’m here! This article is all about giving fellow non-native English speakers some handy tips and tricks to level up their writing game. I’m excited to share what I’ve learned and help you become a pro with your words.

Disclaimer: This blog post contains affiliate links . I may earn a small commission to fund my coffee-drinking habit if you use these links to make a purchase. You will not be charged extra. So it’s a win for everyone! Please note that I won’t link any products I don’t believe in or don’t resonate with my blog site. Thank you!

Do you have the linguistic proficiency needed to blog in English?

Feeling unsure about starting an English blog? Don’t sweat it! You’ve got what it takes.

Sure, writing in English might seem daunting at first, but having a blog is a fantastic chance to hone your skills. With a bit of practice and some careful editing, you’ll see your writing improve in no time.

Plus, having a blog means you can reach all sorts of people, even those who aren’t native English speakers. By keeping your language clear and relatable, you’ll make it easy for everyone to connect with your content.

So, if you’re itching to write in English, don’t hold back! Let your creativity flow and dive right in. Trust me, the right audience will find and appreciate your unique voice.

8 Tips to Elevate Your English Writing Skills

Tip #1: employ surfer seo for optimized content creation.

Surfer SEO is a comprehensive tool designed to assist content creators in generating SEO-friendly blog posts.

By analyzing search engine optimization (SEO) metrics and providing actionable insights, Surfer SEO enables writers to craft engaging and discoverable content in English.

Tip #2: DeepL Pro Translator for precise translations

DeepL Pro translator offers advanced translation capabilities, allowing writers to accurately convey their message in English.

With features such as customizable translations and context-based suggestions, DeepL Pro Translator facilitates seamless communication across language barriers.

Tip #3: Lingq App to Cultivate Your Vocabulary

The Lingq app serves as a valuable resource for language learners seeking to enhance their vocabulary and comprehension skills in English.

Through interactive lessons, reading materials, and vocabulary-building exercises, Lingq empowers users to expand their linguistic repertoire and improve their English writing proficiency.

Tip #4: Engage in language practice with native speakers via HelloTalk

HelloTalk provides a platform for language exchange and conversation practice with native English speakers. By engaging in real-time conversations and cultural exchanges, users can strengthen their English writing skills and gain valuable insights into language usage and expression.

Tip #5: Initiate writing drafts in your native language first

Starting with drafts in your native language allows for clearer articulation of ideas and concepts. Subsequently translating these drafts into English enables writers to refine their content while ensuring accuracy and coherence in the final output.

Tip #6: Foster a habit of consuming English literature regularly

Regular reading is essential for developing a strong command of the English language.

By immersing oneself in English literature, writers can familiarize themselves with diverse writing styles, vocabulary usage, and grammatical structures, thereby enhancing their English writing skills.

Tip #7: Allow ample time for writing, prioritizing quality over quantity

Writing is a process that requires time, patience, and dedication. By allocating sufficient time for brainstorming, drafting, and revising, writers can produce high-quality content that resonates with readers.

Prioritizing quality over quantity ensures that each piece of writing is meticulously crafted and engaging, thereby fostering reader engagement and retention.

Also watch this video by Learn English with Harry for more English writing tips:

If you put these techniques and resources into practice, you’ll soon find yourself becoming more and more comfortable with writing in English.

I hope that this post has provided the motivation and guidance you need to either begin or continue blogging in English, as well as create a multilingual website !

Please share your English blog links with me in the comments section!

About the Author

Angie is a blogger and creative entrepreneur from the Netherlands who is currently residing as a digital nomad in Serbia together with her husband and 2-year old daughter Ana Milena. She is the creator of She Can Blog and works as a Pinterest manager for several Dutch companies.

• Angie https://shecanblog.com/author/admin/ Child Admitted to ICU Abroad? Our Story of Coping as Digital Nomads
• Angie https://shecanblog.com/author/admin/ Reflecting on 2 Years of Living in Belgrade as a Digital Nomad
• Angie https://shecanblog.com/author/admin/ 25 Productivity-Boosting Smart Home Gadgets You Need Right Now
• Angie https://shecanblog.com/author/admin/ 11 Tips for Balancing Multiple Roles as a Home Business Owner

I like to take on challenges when come to blogging in English. There is nothing to shy. For me, even non-native English, you can express your thought and content.

As long as the message is there, I think you delivered well.

Hi Evie, thank you so much for your comment! I think you’re English is perfect, and there’s no need to be worried about writing in English at all. But, I feel ya, I’m still insecure about my English writing skills as well, but it gets easier to write. You got this! X

English is my native language but these are still excellent tips for anyone who needs them! Grammarly has been lifesaver for me too. 🙂

Thank you, Alyssa! If Grammarly had a Dutch version, I’d definitely use it as well! So, I can totally relate to that. Thanks for commenting! 🙂

I really want to try blogging but I’m having trouble expressing my thoughts and ideas in English. I’m glad that I ran into your blog post. I took down notes of all the tips you have mentioned. Thanks for sharing this.

You’re welcome 🙂 And I hope you’ll start blogging in English too!! Love your website!

Really love it!!! I hava a blog in spanish, but my readers speak ensglish!!! This stress me out a little but because I want to bring the best experience to them. This blog really encourage me to write in english!

You’re welcome! Glad to hear I encouraged you to do the same. Like the Google Translate widget on your blog!

Comments are closed.

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8 Tips to Get Better at English Writing as a Non Native

Table of contents

Caroline Grape

Learning a new language can be difficult. Improving your writing skills in it can seem even harder. 

I’ve learned four languages: English, Norwegian, Danish, and French, so I know first-hand the challenges of learning a new language. It can be tough to constantly improve your writing skills while also navigating the common pitfalls of being a non-native speaker. As a writer, it can be even more frustrating when you feel like you’re not able to articulate exactly what you want to say. 

My journey as a writer and language-lover has led me to discover some helpful tips and tricks for improving your language skills. From total immersion to accepting mistakes, here are eight tried-and-tested ways to enhance your learning as a non-native English speaker when developing your English writing.

1. Immerse yourself

There's no better way to learn a new language than to immerse yourself in it to the fullest extent possible. 

The most effective way to immerse yourself is, of course, moving to an English-speaking country. If that’s not possible for you, there are plenty of other ways to simulate a similar immersion. For example, focus on only speaking English and consuming content in English. Start by watching English TV shows and movies. Entertaining and educational, this is an easy, daily way to immerse yourself in the language. 

For learning on the go, listen to podcasts. Podcasts are perfect for squeezing in that extra bit of language immersion when you’re busy. Find one about something you already love to make it more engaging. You could also consider podcasts specifically designed for English learning, like The Voice of America: Learning English . We recommend English Learning for Curious Minds , which is perfect for intermediate to advanced speakers. This podcast covers fascinating historical topics in each episode, tailored to help improve your English language learning. Listening to other people speak will help you to understand more when engaging with native English speakers, improve your connected speech, and build up your vocabulary. This will be incredibly useful when it comes to writing, as you’ll pick up common phrases and understand how to write naturalistically.

You should also practice conversing with native speakers where possible or attend language classes to test your knowledge. Many cities have free language cafés, designed to help non-native speakers have a place to communicate and practice their English. 

Immersion is important, but make sure you take breaks to let yourself absorb the language and enjoy the process of learning it. Speak as much as you can, even if you make mistakes. Remember that making mistakes is part of the process! Finally, have fun with it and be patient.

2. Improve your vocabulary 

Developing a solid vocabulary helps you improve your language skills. An adult native-speaker tends to have an average active vocabulary between 20,000-35,000 words . That’s a lot of words! 

There are two forms of vocabulary when learning a new language: active and passive. Active vocabulary refers to the words that you understand easily in any context, without having to think about it too much. Passive vocabulary, on the other hand, are words that you can understand when reading or hearing them, but are harder to use when you are actively writing or speaking. 

For example, if you’re asked to write a sentence using the word ‘serendipitous’ and you can do it easily, it is considered part of your active vocabulary.

Let’s consider passive vocabulary using the passage below: 

“I started from my sleep with horror; a cold dew covered my forehead, my teeth chattered, and every limb became convulsed; when, by the dim and yellow light of the moon, as it forced its way through the window shutters, I beheld the wretch—the miserable monster whom I had created.” - Frankenstein , Mary Shelley

While you might not use terms like ‘beheld’ or ‘wretch’ in daily exchanges, if you can understand them when reading the passage these words are considered part of your passive vocabulary. Understanding the differences between active and passive vocabulary is particularly useful for building your writing skills. Once you identify any gaps, you can spend time developing the scope of your vocabulary.

If you’re looking to expand your vocabulary , consider using a dictionary to pick up and understand new words. You could also learn about root words or make up word associations . 

Reading fiction that’s written for young adults is another great way to expand your active and passive vocabulary. The Harry Potter series, The Hunger Games trilogy, and The Perks of Being a Wallflower are all amazing books that can help you improve your vocabulary and reading comprehension. Young adult books tend to be easier to understand and will help you pick up new words in no time. Equally, you can read a newspaper or a magazine, or broaden your horizons by reading books in different genres. 

You can also learn new words by playing word games or doing word puzzles. For example, you could complete a crossword or play Scrabble. Playing word games is a great way to expand your vocabulary, and using a dictionary or thesaurus while you play can help you find the definitions of unfamiliar words. 

Journaling everyday is another great way to quickly become comfortable writing in English. However, this practice can get a bit repetitive. Using writing prompts is a great way to develop your vocabulary and keep it interesting. Consider setting aside time to practice your writing with some of these prompts:

• What was your favorite childhood memory?
• Write a story based on the last song you listened to.
• Write about a time when you were scared.
• Describe your perfect party.
• If you discovered a new planet, what would it look like?

By challenging yourself to use new words regularly, you will enhance and build your active vocabulary.

3. Treat everything as an opportunity to improve your English

Got an email to write? Write the %@#$ out of it. Got a group text you’re working on? Start by writing it longer than it needs to be and practice ways to shorten or rephrase it. Read news articles and books, watch movies and documentaries, and talk to people in English. Pay attention to the words and phrases used and try to incorporate them into your own writing. Don't be afraid to make mistakes and ask for help if you need it. Note down new words and phrases and review them often so they become part of your regular vocabulary. Practice speaking and writing in English every opportunity you get — this will help you feel more confident in your abilities.

4. Get by with a little help from your friends

It’s hard to ask for help, and it’s even harder to ask people to point out your mistakes, but this is one of the the most valuable steps you can take. Ask your colleagues and friends for feedback on your English, and be open to constructive criticism. This will help you to improve your skills and knowledge. Accept their feedback graciously; it’s not a personal attack. After all, you can’t improve if you don’t know what you’re doing wrong!

Consider asking a colleague or friend for feedback on a piece of writing you’ve done. E-mails, letters, prose, and any other piece of writing you have are all text your friend could look over. Any notes they give you can help you identify key areas for improvement and mistakes you might have missed. Make sure you’re asking native English speakers to help you.

Asking for feedback will also help you to build relationships and develop trust with others. Don’t forget to thank those who help you and acknowledge the value of their input.

5. Identify your patterns 

We can all fall into bad habits. The same goes for language learning. Based on what your friends and colleagues pointed out, see if you can identify patterns and recurring mistakes that you can focus on improving. Make a plan of action to address those mistakes. Set achievable goals and do your best to stick to them. Consider keeping a notebook where you can jot down any mistakes. This way, you can quickly notice any patterns, which will make you more vigilant in the future. If you can identify specific areas that require improvement (vocabulary, grammar, tense usage, etc.), it is easier to create an action plan that will give positive results.

For example, if you identified that you have issues with grammar, your action plan can include using grammar tools like Wordtune when writing, and spending time studying grammar rules. You’ll quickly start to see progress when you have a defined plan to stick to.

Celebrate your successes as you go along and remember that progress takes time. Practice self-compassion and understand that setbacks are part of the journey. Above all, stay focused and don't give up. Continuously remind yourself of your desired outcome, and believe in your ability to reach it. With a positive attitude, dedication and perseverance, you can overcome repeating mistakes.

6. Use an AI writing assistant to catch errors and add clarity 

Writing assistants are designed to help you catch any errors you might make and improve your writing. If used correctly, it can also be a great tool for learning and improving your language skills. 

The Wordtune writing assistant checks for grammar and spelling errors, and suggests ways to improve vocabulary or enhance fluency. Paying attention to these suggestions will teach you how to add clarity to your writing and perfect it. It’s also incredibly useful if you are writing something important that you want to make sure is error-free.  

7. Keep it simple (but not stupid) 

It’s easy to make the common mistake of writing long sentences or repeating the same points over and over. Remember to keep your writing simple and to the point. This doesn’t mean to “dumb down” the writing, but to remove any unnecessary words or repetitions. 

Even seasoned writers often overwrite, redundantly expanding on the same points. Wordtune’s shorten feature suggests ways to cut down on the number of words in your sentences to improve your writing. This helps you get straight to the point and keeps your writing clear. 

Use Wordtune’s Spices feature to expand on short ideas and points in your writing. This handy feature gives you several options to choose from: continue writing, explain, emphasize, expand on, give an example, or counterargument. There are also options for adding in statistics, inspirational quotes, definitions, or even adding in a joke! It’s a great tool for anyone suffering from writer’s block (we’ve all been there). 

If you’re struggling to articulate yourself, Spices enhances your writing quickly and easily. Using AI technology, Wordtune comes up with suggestions based on the text provided. You can then accept suggestions or request new ones. Pay attention to the suggestions and how sentences are formulated to flow with the natural rhythm of your writing. Perfect when you’re feeling a bit stuck or struggling to articulate yourself, Spices helps you focus on getting the task at hand done, while also helping you improve your writing skills.

Conclusion 

Improving your language skills takes time. Immersing yourself in English as much as possible is a quick way to pick up the language and build your writing skills. However, it’s important to remember that making mistakes is part of the process, too. Asking your friends to correct your written English and taking advantage of AI writing assistants like Wordtune will help you improve your writing. 

Although it can be challenging, through diligent practice and taking every opportunity to learn, improve, and develop, you’ll be an English language pro in no time. 

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10 ways for non-native speakers of English to develop scientific writing skills

English is not your mother tongue and it makes you feel overwhelmed in grad school? You need to read & write in English, but feel insecure about it? Reading seems to take ages and you are dreading the time when you have to start writing up your results… But don’t despair! Follow these 10 tips and develop your English writing skills “on the side”, as you go about your everyday research work.

Conducting research in a foreign language is not easy. Yet you are not alone in this. For most researchers in the world English is not their first language. The same is true for me: English is not even my second, but a third language. But I managed to get to a proficient level, and you can manage, too!

Here I introduce my best tips that will help you develop your ESL (English as a second language) writing skills casually, without too much effort. Especially if you start early in grad school, before there are any important texts to be written.

1. Practice regularly

The key to developing your English writing skills is to practice English as much as possible, in all the different modalities : read anything that interests you (from blog posts to books), watch films, listen to podcasts, contribute to online discussions, and especially: talk. Talk to your foreign friends, help tourists in the city, whatever comes to your mind and sounds like fun to you. Yes, fun is an important part of effective learning, so don’t make your English practice a chore!

This main principle has a second part, and that is regularity . If you want to learn or achieve something effectively, it’s best to create habits and routines for your practice. These give you regularity and help you avoid the internal struggles to actually do what you intend.

2. Read a lot and take notes

Reading a lot of relevant research articles is a fundamental element for everyone who wants to develop their scientific writing skills, whether they are native speakers or not. It allows you to build (passive) vocabulary and (implicit) knowledge about grammar and style .

To intensify the gains, take notes : summarize the relevant information and your thoughts about it. When you come across an especially well-worded passage, you can retype it — this also contributes to your learning. Just don’t forget to include the passage in quotation marks to avoid plagiarism if you later want to reuse your notes 😉

To establish reading and note taking as a regular habit , you can aim for reading at least 1-2 papers weekly, ideally setting a concrete day and time for it. For example, you could decide that you won’t leave home on Friday until you have finished reading your selected papers.

3. Freewrite daily in English

One way how to integrate freewriting into your daily routine is to use it as a brain dump at the beginning of your work day. Here, you set up a timer for 10 minutes and just write whatever is on your mind. When there are no personal issues on your mind that “want” to be discussed, use this writing time to think about the day that is coming, about what you want to do and how to best approach it. This will clear your head and prepare you for work. Such a freewriting session is also a great warm-up when you need to write something relevant.

An additional option is to use the variations of freewriting — focused freewriting and loop writing — to freewrite on a topic relevant to your research. Such thinking in writing not only benefits your writing skills, but it will also help to advance your research!

4. Avoid translating — learn to think in English

If you want to become proficient in a foreign language, it is essential that you avoid translating from your mother tongue for both speaking and writing. Because a 1:1 translation is rarely possible, which results in a situation where you have clear ideas in mind but can’t express them in English well. Instead of translating, you need to learn to formulate your thoughts directly in English .

Yes, this is possible even if your vocabulary is limited — and freewriting helps you get there. Since the basic idea of freewriting is to write without stopping, if you want to freewrite in English you have no choice but to think directly in English. At the beginning, the text you produce will sound as if it was written by an eight-year-old: simple language, broken sentences and bad grammar. Don’t worry about it! It will improve quickly when you practice daily, I promise 🙂

5. Talk frequently to your foreign colleagues

Besides reading English research papers and writing in English (about your research), you also want to talk regularly about your research — In English, of course. Here, the best conversation partners for you are your colleagues who don’t speak your mother tongue .

The simplest possibility for regular discussions might be a joint lunch break . If your group is not doing it yet, you could try to establish a group lunch at least once a week. Other possibilites to spend more time with your colleagues include after-work beer or sport activities. Additionally, I suggest to accept all those birthday party invitations from your colleagues you are often passing on because you are busy, tired, or simply don’t feel like attending.

When you are together with your colleagues, the discussions typically move from small talk to your research projects or general science stuff. This can be pretty interesting, even fun, especially when you are relaxed and outside of your work environment.

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6. Take an English language class

If you struggle a lot with reading research articles and communicating with your colleagues, you should consider taking an English language class to build basic language skills . First, check whether your university is offering English courses for researchers, these are ideal as they are focused on topics relevant for your work.

But don’t be too critical with yourself: once you don’t have problems with understanding research papers from your field, and others seem to understand what you say in English, you don’t need basic language classes… Then you are ready to proceed on your own, using all the other tips from this article.

7. Don’t obsess with grammar — but use reference resources when needed

Learn the basics of English, but don’t obsess with grammar! You don’t need to know all the rules before you start writing. When you follow the steps 2 + 3, and read & freewrite regularly, you will “assimilate” the necessary language knowledge without much effort — pretty much like children learning their native language. This gives you much more solid knowledge than what you can memorize from books.

That said, it’s not a bad idea to use books and other resources as a reference , to consult them as the need arises. Here a couple of recommendations:

• Grammarly blog , especially its handbook containing well-structured information on grammar, punctuation, mechanics (abbreviations, compound words, etc.), techniques (idioms, similes, etc.) and style (passive voice, paralellisms, etc.)
• The Punctuation Guide , an online resource discussing in detail the usage of all kinds of punctuation marks (hyphens and dashes, parentheses, etc.).
• Strunk & White: The Elements of Style , a little book containing condensed advice on writing style (rules of usage, principles of composition, misused words and expressions, etc.). Style is something more relative than grammar (yet still important). So there is no need to follow all the suggestions blindly, especially where your field seems to be following a different convention…
• Glasman-Deal: English Research Writing for Non-Native Speakers of English , a book that takes you section by section through writing a scientific research paper, providing for each section relevant info and exercises on grammar and language usage conventions.

8. Don’t worry about language when writing a first draft

If your English language skills are not perfect, it is tempting to evaluate the grammar, spelling, etc. of your text as you produce it. But I strongly suggest to avoid considering the language aspect of your writing when working on a first draft. In other words, avoid drafting & revising at the same time because these two processes have completely opposite requirements on your mind.

So write a draft first, then revise & improve it. And when you revise , don’t start with the language level: consider content and structure first . This allows you to write better texts faster and possibly even enjoy yourself along the way 😉

9. Ask your peers for text feedback

Getting peer feedback on your texts is a powerful way how anyone can improve their writing skills. If English is not your mother tongue, ask a native-speaker colleague for feedback specifically on the language level . Before you ask for this feedback, polish your text by yourself as much as you can. Then what your colleague points out are gaps in your English language skills.

Pay special attention to recurring mistakes you make. You can collect them in a dedicated document which you can use as a checklist when polishing your texts.

10. See it as your strength

This is a good thing for scientific writing! Because the topics we write about are complex, simple language helps others understand what we mean . With a limited vocabulary, it’s also easier to see whether what we write is clear . Furthermore, don’t forget that most of the readers of your research articles are also non-native speakers. They will surely appreciate the simple language you are using 😉

You can do it!

If you follow these ten tips and practice regularly , you will soon see your English writing skills improving. This increases your motivation to continue with these activities, creating a self-perpetuating cycle of progress . And before you know it, you will feel much more confident to talk and write about your research in English than in your mother tongue 😉

Do you know any tips or tricks that have helped you improve your English writing skills? Please, share them with us in the comments!

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On a Non-Native English Speaker’s Creative Journey to Authenticity

Dariel suarez considers language is a vehicle for culture.

As an undergraduate creative writing student, one piece of feedback kept appearing on the margin of my stories: awkward phrasing. Red markings littered my pages, arrows pointing every which way, words circled or crossed out, re-written passages squeezed between lines. As a result, I began to obsess over language. I read contemporary fiction by American-born writers, particularly those known for their stylistic prowess. I pilfered and repurposed any metaphor or descriptive passage I found appealing. I made and frequently updated lists of words to use in my stories. I carried a modern thesaurus and dictionary everywhere and actively avoided the kind of outdated language found in classic literature—you know, the one that had gotten me into writing in the first place.

After three years of this and getting into an MFA program, the feedback remained: your phrasing is awkward . By then, I’d developed a bit of a complex. When asked about my biggest area of weakness, my fixed answer became “language.” It wasn’t a huge confidence boost to admit this. The whole enterprise of being a good writer, it seemed to me, hinged on that very thing: your ability to successfully string just the right words together. I tried camouflaging my insecurities by claiming that conflict and plot were more important. Secretly, though, I felt profound envy for the writers who seemed naturally gifted at wielding evocatively inventive sentences at every turn.

Then, during workshop one night, a professor praised the supposed awkwardness of my style as something worthy of embrace. “Nurture it as your own,” he said after class. Suddenly, I realized what lay at the heart of my struggle. I was aiming to please an audience whose native language and cultural experience were fundamentally different from mine. No matter how much I tried, the result would be artificial, clunky, detached from the reality and sensibility driving my fiction.

I didn’t learn to speak English until I was 15 years old. The authors whose books led me to write were Latin American and Russian. My stories were set in Cuba, where I grew up. In essence, my writing was an act of literal and cultural translation. A new path opened for me the instant I recognized this. I began to incessantly read contemporary works in translation. I rediscovered the sort of global literature that had inspired me to draft my first few stories. I found authors from South Africa, Nigeria, Colombia, Mexico, Argentina, China, and Korea who were engaging with place the way I wished to—with uncompromising authenticity. Their style, or that of their translators, would’ve been tagged as awkward in my classes.

Following the completion of my MFA, I committed to two projects: a story collection and a novel, both set in Cuba. My language, I decided, would remain “awkward.” Which, in practice, simply meant I would prioritize the cultural authenticity and idiosyncrasy of my characters over any American reader. Immediately, I experienced a level of freedom and confidence I hadn’t felt before.

At the same time, a new set of obstacles appeared. How could I remain true to a people and culture in a language that wasn’t theirs? What would I do when something was untranslatable? How much Spanish should there be in the writing? To what extent would I be willing to compromise for the sake of clarity or familiarity, especially at key moments in the story? The incessant wrestling with these questions could have a detrimental or even stifling effect if the answers weren’t clear.

Thus, I established a set of craft parameters I use to this day. The first is to use Spanish whenever a word or phrase would be severely undermined by translation. For instance, certain idiosyncratic Cuban expressions just wouldn’t have the same impact in English.

“!Carajo!” “Me cago en diez,” “Tremenda muela,” “Tírame un cabo”: there’s no way to translate these without losing the essence of the original. Therefore, if I choose to include them, instead of offering an immediate translation, I focus on placement and rely on the context and tone of the narrative for the reader to get what’s necessary.

Then there are the cultural references unique to a country or region. Having to constantly explain the context for a detail, setting, or circumstance—especially if it doesn’t deepen or complicate the story—is ultimately a burden for both writer and reader. I find it more effective to weave these types of references into the conflict and stakes.

If their inclusion is indispensable to the arc of the story, readers are more likely to experience them as an earned and authentic element, even if they don’t have the full picture. Being intentional and thorough in this area can also help avoid gratuitous or stereotypical details. The more deeply embedded your socio-cultural references are, the more you force yourself to genuinely engage with them and interrogate their usage.

Finally—though I’m writing in English to a largely American audience—everything happening in my work exists outside that language and country, and my job shouldn’t be catering to them. Instead, I need to honor my characters’ plight, respect the specificity of my characters’ experiences and culture, prod and get at some sort of complex truth in the context of the place they’re inhabiting and the forces they’re facing.

Language is a vehicle, the lens through which my reader can follow along. I have to tend to it, ensure it is effective and compelling. But it is in the authenticity of a story’s central conflict and its layered characters that I want my reader to connect and become invested. In order to achieve this, my language should be a reflection of my characters’ world and sensibilities, even if at times it might seem strange or awkward to someone not familiar with it.

None of the above are hardened rules, of course. If there’s something writers know to dwell in, it’s contradiction. I go through my fair share of concessions when it comes to language. There are enough nuances in every single sentence to render my decision-making process difficult and occasionally inconsistent; I’m not too hard on myself when I have to compromise.

But I’m always interrogating what ends up on the page, asking myself what my characters would think if they saw their own words and thoughts and actions depicted in a different tongue. It is exhausting work, no doubt, writing in-between two languages, the relentless effort of translating. It is also immensely rewarding to complete something which feels authentic and doesn’t water down, exploit, or demean your native home.

Now that I’m a writing instructor, I get asked about avoiding stereotypes and exoticism. I must admit the question frustrates me. If you’re asking, part of me thinks you’ve already failed. Not a generous response, I know, but some of the most critical responsibilities of a writer are to imagine, to dig, to engage, to persistently interrogate. We have to move past the obvious and recognizable. We have to avoid reducing characters and places to a few descriptors or buzzwords presented in a different language. We have to challenge our audience and not just pander to them. The same goes for ourselves.

In my most vulnerable moments, I still question the clarity of my style. I’ll read sentences out loud several times. I worry some readers will be confused by a word choice, even if it’s loyal to its linguistic and cultural source. The longwinded nature of Spanish betrays me more often than I’m willing to admit. But I’ve also grown to embrace the occasional awkwardness of my phrasing, as my professor encouraged me to do. I’ve accepted that my audience, whoever that is, will see it as a sincere attempt to tell an authentic story, no matter how different from their own expectations, experiences, or world view. Ultimately, even if I fully surrendered to an Americanized, more familiar, highly stylized mode of expression in my writing, a satisfying turn of phrase would only take my characters and their complex lives so far.

__________________________________

The Playwright’s House is available from Red Hen Press. Copyright © 2021 by Dariel Suarez.

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Dr. Karen Palmer

If you learned English as a second language and you regularly speak a language other than English, this appendix is for you. It also provides a refresher course on many of the elements in the rest of this handbook. 

Parts of Speech

In English, words are used in one of eight parts of speech: noun, pronoun, adjective, verb, adverb, conjunction, preposition, and interjection. This table includes an explanation and examples of each of the eight parts of speech:

English Word Order

The simplest level of English word order within a sentence is that subjects come first followed by verbs and then direct objects.

When you have more complicated sentences, use the following general order.

When an English sentence includes more than one adjective modifying a given noun, the adjectives have a hierarchy you should follow. You should, however, keep a string of adjectives to two or three. The example includes a longer string of adjectives simply to clarify the word order. Using this table, you can see that “the small thin Methodist girl…” would be correct but “the young French small girl…” would be incorrect.

Some languages, such as Spanish, insert “no” before a verb to create a negative sentence. In English, the negative is often indicated by placing “not” after the verb or in a contraction with the verb.

I can’t make it before 1:00 p.m.

Incorrect example: I no can make it before 1:00 p.m.

Count and Noncount Nouns

Nouns that name separate things or people that you can count are called count nouns. Nouns that name things that cannot be counted unless additional words are added are called noncount nouns. You need to understand count and noncount nouns in order to use the nouns correctly with articles, in singular and plural formations, and in other situations. Some nouns can serve as either count or noncount nouns.

Examples of Count Nouns

• leaf (leaves)

Examples of Noncount Nouns

• information

Examples of Nouns That Can Be Either Count or Noncount Nouns

• baseball (play baseball vs. throw a baseball)
• love (He is my love! vs. two loves: poetry and basketball)
• marble (play with a marble vs. a floor made of marble)

In English, nouns are identified or quantified by determiners. Articles, such as a , an , and the , are one type of determiner. Use the following guidelines to alleviate confusion regarding whether to use an article or which article to use.

• Use a and an with nonspecific or indefinite singular count nouns and some proper nouns where you do not have enough information to be more specific. Use a before nouns beginning with a consonant sound and an before nouns beginning with a vowel sound.

I have a dog at home, also. (The word “dog” is a nonspecific noun since it doesn’t refer to any certain dog.)

(before a vowel): Carrie gave everyone an apple at lunch.

(before a consonant; with proper noun): He was wearing a Texas shirt.

• Use every and each with singular count nouns and some proper nouns.

I heard every noise all night long.

I tried each Jell-O flavor and liked them all.

• Use this and that with singular count and noncount nouns.

(with count noun): I am going to eat that apple .

(with noncount noun): I am not too excited about this weather .

• Use any , enough , and some with nonspecific or indefinite plural nouns (count or noncount).

I didn’t have any donuts at the meeting because he ate them all.

Do you have enough donuts for everyone?

He ate some donuts at the meeting.

• Use (a) little and much with noncount nouns.

I’d like a little meatloaf , please.

There’s not much spaghetti left.

• Use the with noncount nouns and singular and plural count nouns.

(with noncount noun): The weather is beautiful today.

(with singular count noun): Who opened the door ?

(with plural count noun): All the houses had brick fronts.

• Use both , (a) few , many , several , these , and those with plural count nouns.

I have a few books you might like to borrow.

Daryl and Louise have been traveling for several days .

Are those shoes yours?

Singulars and Plurals

English count nouns have singular and plural forms. Typically, these nouns are formed by adding – s or – es . Words that end in – ch , – sh , or – s usually require the addition of – es to form the plural. Atypical plurals are formed in various ways, such as those shown in the following table.

Proper nouns are typically either singular or plural. Plural proper nouns usually have no singular form, and singular proper nouns usually have no plural form.

Noncount nouns typically have only one form that is basically a singular form. To quantify them, you can add a preceding phrase.

Verb Tenses

You can practice conjugating many English verbs to increase your awareness of verb tenses. Use this format for the basic conjugation:

• I laugh at Millie.
• You laugh at Millie.
• He/She/It laughs at Millie.
• We laugh at Millie.
• They laugh at Millie.

You can also practice completing these five forms of English. A mixture of tenses is used to show that you can practice the different forms with any tense.

Affirmative Usage

• I play ball.
• You play ball.
• She plays ball.
• We play ball.
• They play ball.

Negative Usage

• I do not play ball.
• You do not play ball.
• She does not play ball.
• We do not play ball.
• They do not play ball.

Yes/No Questions

• Do you play ball?
• Does she play ball?
• Do we play ball?
• Do they play ball?

Short Answers

• Yes, she does.
• No, they do not.
• No, you do not.

Wh- Questions

• Who is she?
• Where did you find it?
• When are you coming?
• Why won’t it work?
• What are you going to do?

Correct Verbs

People who are new to English often experience confusion about which verb forms can serve as the verb in a sentence. An English sentence must include at least one verb or verb phrase and a tense that relays the time during which the action is taking place. Verbals (such as gerunds and infinitives) should not be confused with verbs.

• A sentence with a gerund must also have another verb.

Correct example: Roger enjoys driving the RV.

Incorrect example: Roger driving the RV.

• A sentence with an infinitive must have another verb.

Correct example: Kyle decided to write a long message.

Incorrect example: Kyle to write a long message.

• Verbs must match the timing indicated by the other words in a sentence.

Past tense correct example: Yesterday, I called you at 5:00 p.m.

Past tense incorrect example: Yesterday, I call you at 5:00 p.m.

Future tense correct example: The next time it rains, I will bring my umbrella.

Future tense incorrect example: The next time it rains, I bring my umbrella.

Present tense correct example: Come in and get warm.

Present tense incorrect example: Come in and got warm.

Modal Auxiliary Verbs

The English language includes nine main modal auxiliary verbs that are used with other verbs. These modals, shown in the wheel in four pairs and a single, can refer to past, present, or future tense based on the verbs that are used with them. The modals themselves do not change form to change tense. As shown in the following table, you can use modals to express an attitude in regard to the action or general situation of the sentence.

Gerunds and Infinitives

Gerunds are nouns formed by adding – ing to a verb, such as running . Infinitives are nouns formed from the “to” form of a verb, such as to run . These two noun forms are called verbals, because they are formed from verbs. Experience with English will teach you which form to use in which situation. In the meantime, the following lists provide a brief overview.

Verbs That Should Be Followed Only by Gerunds and Not by Infinitives

These Verbs Could Fill This Blank: _______ Walking

Verbs That Should Be Followed Only by Infinitives and Not by Gerunds

These Verbs Could Fill This Blank: ________ to Walk

Verbs That Can Be Followed by Either Gerunds or Infinitives

These Verbs Could Fill Either of These Blanks: ________ Walking or ________ to Walk

• can(’t) afford
• can(’t) bear

Forming Participles

Participles are verb forms that combine with auxiliary verbs to create different tenses.

To form perfect tenses , use had , has , or have with the past participle.

Example: My dog has eaten twice today.

To form progressive tenses , use a form of the verb to be with the present participle, or gerund.

Example: My dog is eating a treat.

To write in passive voice , use a form of the verb to be with the past participle.

Example: The treat was eaten by my dog.

Adverbs and Adjectives

Adverbs often end in – ly and modify verbs, other adverbs, and adjectives. As a rule, you should place an adverb next to or close to the word it modifies, although adverbs can be placed in different positions within a sentence without affecting its meaning.

Before the verb: “He slowly walked to the store.”

After the verb: “He walked slowly to the store.”

At the beginning of the sentence: “ Slowly , he walked to the store.”

At the end of the sentence: “He walked to the store slowly .”

Between an auxiliary and main verb: “He was slowly walking to the store.”

Some adverbs, however, have a different meaning based on where they are placed. You should check to make sure that your placement carries the intended meaning.

“She only loved him.”

Translation: “The only emotion she felt toward him was love.”

“ Only she loved him.”

Translation: “The only person who loved him was her.”

“She loved only him.” or “She loved him only .”

Translation: “The only person she loved was him.”

Some adverbs simply do not work between the verb and the direct object in a sentence.

Acceptable adverb placement: She barely heard the noise.

Unacceptable adverb placement: She heard barely the noise.

Adjectives modify nouns and in some more heavily inflected languages, the endings of adjectives change to agree with the number and gender of the noun. In English, adjectives do not change in this way. For example, within the following sentences, note how the spelling of the adjective “eager” remains the same, regardless of the number or the gender of the noun it modifies.

The eager boy jumped the starting gun.

The eager boys lined up.

The eager girls eyed the starter.

As in these sentences, adjectives usually are placed before a noun. The noun can be the subject, as in the preceding example, or a direct object, as in the following sentence.

Adjectives can also be placed after a linking verb. The adjective still modifies a noun but is not placed next to the noun, as in the following example.

When two or more adjectives are used to modify a single noun, they should be used in a set order. Even though the table shows ten levels within the hierarchy, you should limit your adjectives per noun to two or three.

Hierarchical Order of Adjectives

When using an adverb and adjective together with a noun, you should typically place the adverb first, followed by the adjective, and then the noun.

Irregular Adjectives

In English, adjectives have comparative and superlative forms that are used to more exactly describe nouns.

Joey is tall , Pete is taller than Joey, and Malik is the tallest of the three boys.

One common way to form the comparative and superlative forms is to add – er and – est , respectively, as shown in the preceding example. A second common method is to use the words more and most or less and least , as shown in the following example.

Some adjectives do not follow these two common methods of forming comparatives and superlatives. You will simply have to learn these irregular adjectives by heart. Notice that some are irregular when used with a certain meaning and not when used with a different meaning. 

Sample Adjectives That Form Superlatives Using Irregular Patterns

Some adjectives’ comparatives and superlatives can be formed with either – er and – est or with more and most (or less and least ). In these cases, choose the version that works best within a given sentence.

Sample Adjectives That Can Form Superlatives Using – er and – est or More and Most

Some adjectives do not have comparative and superlative forms since the simplest form expresses the only possible form.

Sample Adjectives That Do Not Have Comparative and Superlative Forms

Indefinite adjectives.

Indefinite adjectives give nonspecific information about a noun. For example, the indefinite article few indicates some, but not an exact amount. Indefinite adjectives are easily confused with indefinite pronouns since they are the same words used differently. An indefinite pronoun replaces a noun. An indefinite adjective precedes a noun or pronoun and modifies it. It is important for you to understand the difference between indefinite adjectives and pronouns to assure you are saying what you mean. Some common indefinite adjectives include all , any , anything , each , every , few , many , one , several , some , somebody , and someone .

Indefinite adjective: We are having some cake for dessert.

Indefinite pronoun: I like cake. I’ll have some , please.

Indefinite adjective: You can find a state name on each quarter.

Indefinite pronoun: I have four Illinois quarters, and each is brand new.

Predicate Adjectives

Since linking verbs express a state of being instead of an action, adjectives are used after them instead of adverbs. An adjective that follows a linking verb is referred to as a predicate adjective . Be careful not to use an adverb simply because of the proximity to the verb.

Correct (adjective follows linking verb): Kelly is selfish.

Incorrect (adverb follows linking verb): Kelly is selfishly.

Correct (adjective follows linking verb): Beth seems eager.

Incorrect (adverb follows linking verb): Beth seems eagerly.

Linking Verbs That Can Be Followed by Adjectives

Clauses and phrases.

Clauses include both subjects and verbs that work together as a single unit. When they form stand-alone sentences, they’re called independent clauses. An independent clause can stand alone or can be used with other clauses and phrases. A dependent clause also includes both a subject and a verb, but it must combine with an independent clause to form a complete sentence.

Phrases are groups of words that work together as a single unit but do not have a subject or a verb. English includes five basic kinds of phrases.

Relative Pronouns and Clauses

An adjective clause gives information about a preceding noun in a sentence. Look at the following examples.

The car that Richie was driving was yellow.

Des Moines, where I live , is in Iowa.

Mr. Creeter, whose brother I know , is the new math teacher.

Like many other adjective clauses, these begin with a relative adjective ( which , who , whom , whose , that ) or a relative adverb ( when or where ). When you use a relative clause to describe a noun, make sure to begin it with one of the seven relative adjectives and adverbs listed in the previous sentence.

Prepositions and Prepositional Phrases

Prepositions are words that show the relationships between two or more other words. Choosing correct prepositions can be challenging, but the following examples will help clarify how to use some of the most common prepositions.

Omitted Words

Some languages, especially those that make greater use of inflection, do not include all the sentence parts that English includes. Take special care to include those English parts that you might not be used to including in your native language. The following table shows some of these words that are needed in English but not in other languages.

Not and Other Negative Words

To form a negative in English, you have to add a negative word to the sentence. Some of the negative words in English are shown in the blue arrow. Typically, you should place the negative word before the main verb.

I was barely awake when I heard you come home.

Kurt is not going with us.

In casual English, it is common to form contractions, or shortened combined words, with the auxiliary or linking verb and the word not . Contractions are typically not acceptable in very formal writing but are becoming more and more common in certain academic and public contexts.

I haven’t heard that before.

Jill isn’t my cousin.

Using two negative words in the same sentence changes the meaning of the negative words to positive, thus supporting the common saying “Two negatives make a positive.” Think of it as being similar to multiplying two negative numbers and getting a positive number. Double negatives are often used in extremely casual talk but never in professional or academic settings.

Correct: I didn’t hear anything.

Incorrect: I didn’t hear nothing. (The two negatives change to a positive, so the sentence technically means “I heard something.”)

Idioms are informal, colorful language. Although their intent is to add interest to the English language, they also add a lot of confusion since their intended meanings are not aligned with their literal meanings. In time, you will learn the idioms that your acquaintances use. Until then, reading lists of idioms, such as the following, might prove helpful. Just remember that when a person says something that seems to make no sense at all, an idiom might be involved. Also, keep in mind that this list is just a very small sampling of the thousands of idiomatic expressions that occur in English, as happens with any language.

Spelling Tips

Spelling is a vital part of your written English skills. Your spelling needs to include both an understanding of general spelling rules and a mastery of common words that you will use often. The following are some of the most common words you will need to spell listed in categories.

American Writing Styles, Argument, and Structure

Your original language has its own structures, formats, and cultural assumptions that are likely natural to you but perhaps different from those of English. The following broad guidelines underlie basic American English and US academic writing.

• Citing sources: Some languages and cultures do not consider citing sources of ideas to be of paramount importance. In US academic situations, however, failing to cite sources of ideas and text is referred to as plagiarism and can result in serious ramifications, including failing grades, damaged reputations, school expulsions, and job loss.
• Introducing the topic early: Unlike some languages, American English typically presents the topic early in a paper.
• Staying on topic: Although some languages view diversions from the topic as adding interest and depth, American English is focused and on topic.
• Writing concisely: Some languages hold eloquent, flowing language in high esteem. Consequently, texts in these languages are often long and elaborate. American English, on the other hand, prefers concise, to-the-point wording.
• Constructing arguments: US academic writing often involves argument building. To this end, writers use transitions to link ideas, evidence to support claims, and relatively formal writing to ensure clarity.

Attribution

• Content and images adapted from “ Chapter 21: Appendix A” and licensed under CC BY NC SA .

The RoughWriter's Guide Copyright © 2020 by Dr. Karen Palmer is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Tips for Non-Native English Writers

Read informative materials.

Make a habit of reading books, magazines, encyclopedias, academic journals – anything that can provide you with information and improve your grammar and vocabulary. The idea is to increase your knowledge with spelling usage, grammar and sentence structure. The more you read informative materials, the sooner you will understand the rules of spelling and sentence composition. Highlight words, phrases and sentences that you do not know and find their explanation in a dictionary or grammar book.

Build Your Vocabulary

Maintain a list of your own vocabulary as you read materials. Get a pen and notepad and write down words, sentences, phrases and expressions. Creating your own dictionary will allow you to refer to words and phrases that you use in your daily writing task as well as boost your confidence every time you write down the next entry in your robust list of words.

Acquire English Speaking Skills

Unless you are a good English speaker, you are not going to be a competent writer. Engage in conversation with your family, friends and colleagues and get connected with native English speakers through online chat rooms, forums and blogs. Talking with native speakers of English will allow you to speak more fluently in English. So ultimately, you will be more in control of your English writing tasks if it involves interviews and surveys in English language.

Interact With the Online Community

Maintain a personal blog where you can share your knowledge, opinions and comments on a specific topic. This is a great way to improve your writing skills while at the same time helping you connect with your target audience. Active internet readers love to read blogs and some of them are professional writers. So you will also have a chance to connect with a number of professional writers and bloggers who are native English speakers.

Writing is Rewriting

Unless you are good at revising your work, you cannot qualify as a competent writer. So edit every assignment thoroughly and divide every writing task into drafting and revising. First you will draft your initial ideas, and then revise them to make your final draft organized, polished and free from all errors related to grammar, spelling and punctuation. Always keep a grammar reference book and dictionary available while you edit or rewrite your work. Editing requires long hours of revision, rewording and rephrasing. Keeping the learning materials at hand will help you do the revisions in a time-efficient way.

Get Feedback from Native English Speakers

Get help from native English speakers while you write your projects. Ask for their feedback on verb usage, word selection and use of idioms. A native English speaker can also help you with the content, style and tone of your writing.

Appreciate Positive Criticism

Be open to constructive suggestions and feedback. Learning is all about accepting your mistakes in a positive spirit. Do a regular reality check and assess your writing skills based on reviews and analysis of others. You cannot improve as a writer unless you begin to be honest with yourself and identify your weak points.

You may also like:

• I Don’t Understand, Do You?
• Listen&Learn: The Berlin Wall
• 9 Online Games for English Learners

18 comments

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How to Improve your Grammar (non-native English speakers)

• Newcastle University
• Academic Skills Kit

As a non-native speaker of English studying at Newcastle University, you may have already dedicated a lot of time and energy to mastering English grammar. Your ultimate goal might be to try and achieve fluent written English that contains no grammatical errors. After all, presentation matters, and grammar errors can give the reader a poor impression of your work, so working towards this goal is a good idea. 

However, unlike in an English language classroom, at University the most important thing isn’t the accuracy of your English, but the quality of your thinking. In the short term, then, it’s important to prioritise those issues that are going to have the biggest impact on your ability to communicate your thoughts effectively to the reader. 

Here are some steps you can take to identify and prioritise which grammar issues to work on to best communicate your thinking: 

Check it’s a grammar issue

Before you start, make sure that the issue really is grammar and not something else.  

• Check your assumptions. As a non-native speaker, you might naturally assume that any issues in your writing are due to language difficulties. However, grammar is only one part of academic communication and feedback on your writing might concern other issues such as structure, consistency of argument or how well you’ve answered the assignment brief/ question. 
• Check your feedback. Feedback might mention grammar as an issue, but your writing may actually be grammatically accurate,  just unconventional in terms of academic English. Sometimes markers sense that something isn’t quite ‘right’, but may not be sure whether it’s grammar or style.  
• Verify the issue. To help verify if grammar is the issue, you might want to: 
• Proofread 1 or 2 sample paragraphs. Try reading aloud or covering the line underneath with a piece of paper to slow yourself down and make sure that you’re reading every word. If you can’t identify any grammar mistakes, this might indicate that the issue lies elsewhere. 
• Use grammar checking software such as the one built into your word processor to identify errors. These systems aren’t perfect and are no substitute for a strong understanding of grammar, so instead of relying on them to correct grammar mistakes, try using them as tools to identify what the grammar issues are. 
• Ask someone else to look over your work. This could be a peer mentor, your personal tutor, marker or one of INTO’s tutors or even a friend who is particularly good at grammar. Remember, you’re not asking them to proofread or correct your work, just give you a sense of what they think the issues are. 

Identify the problem

The next step is to identify what type (or types) of issues are coming up and how regularly.  

• Slip or Error? Check if you’ve made a slip (an accidental mistake that you can identify and correct) or an error (a repeated mistake caused by not knowing or forgetting a grammar rule). If the issue is just a slip, then you might need to work on your proofreading rather than your grammar, but if it’s a frequently repeated error then it’s probably worth revising it.  
• Use Feedback. If your feedback specifies grammar issues you need to focus on, note which ones are identified and compare to see if other markers are picking up on the same thing.  
• Be specific. Identify the exact nature of the problem, being as specific as possible. Focusing your learning goals rather than reviewing grammar more broadly can save you a lot of time. You could: for example browse the index page of grammar textbooks to help identify the rule(s) you need to revisit, or talk to an Academic Skills Team tutor or INTO tutor. 

Decide how important the issue is

Ask yourself how much the issue impacts your ability to effectively communicate your ideas.  

• Rule or preference? Some grammar rules are unbreakable, whereas others are more about personal preference. If it’s a matter of preference, then you may not need to change it at all so long as you’re consistent in your usage and abide by house rules. Or you might decide to go with your marker’s preference. 
• Big impact or small? The quality of your thinking is more important than total accuracy and some grammatical errors – like having a verb agree with the wrong subject – might have a really big impact on meaning. But others – like using a semi-colon instead of a comma – might only impact the reader’s perception of your work, rather than their understanding. 

To maximise your chances of communicating effectively: 

• Review the basics. Generally, the more ‘fundamental’ a grammar rule is, the more likely it is to impact meaning. So those rules you learned when you started learning English (like noun-verb agreement and sentence structure) are likely to have a bigger impact than more ‘advanced’ grammar constructs you learned later on.  
• Target key sentences. When reviewing your work, you might want to spend a bit of extra time checking the grammar of those parts which are most important for conveying your argument, like the introduction or topic sentences. 

Allocate an appropriate amount of time

The next step is to think about how much time and effort you want to spend correcting the problem.  

• Space it out. Rather than trying to learn everything in one big block, it can be more effective to space out your grammar revision. Setting aside a small amount of time each week, can help re-enforce grammar rules and make using them feel more natural.  
• Find a balance. Studying at university involves many different learning activities like gathering and analysing data, reading relevant literature or crafting an argument. Grammar is only one part of the communication process, so try to find a balance between improving grammar and other academic tasks. Writing a list of all the things you need to do for an upcoming assignment can help place grammar revision within a wider context. 

Get learning

Having identified the error and decided on its importance, it’s time to start learning the grammar:  

• Identify how you like to learn. There’s no single best way to do this as it depends what kind of grammar you’re learning and how you like to learn as an individual. So try reflecting on your past experiences learning English grammar and think about which strategies worked well for you, and which ones weren’t so useful.  
• Use it or lose it. It's generally more helpful to practise using the grammar rather than just reading about it. You might want to try testing yourself or doing targeted exercises that aim to re-enforce specific grammar rules, or ‘free writing’ where you try to incorporate the target grammar into a general paragraph.  

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How to improve your grammar (non-native speakers).

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Being a Non-Native English Speaker Matters Less Than You Think When It Comes to Writing Great Scientific Papers

And why those with English as a first language still need training in writing papers.  

Scientists approach me with a variation of this statement all the time: “I struggle to write great papers because I’m not a native English speaker.” Hands up if this thought has run through your head before! I don’t blame you if it has. It’s become accepted wisdom that being a “non-native English speaker” means that you’ll likely struggle with your academic writing. At the same time, many believe that writing papers is easy for “native English speakers”. 

Today, I aim to shift your perspective slightly. Instead of hiding behind the labels of native and non-native English speakers, I want to encourage you to focus on the actual writing problem that you are experiencing. This little mindset shift should ultimately help you improve your scientific writing and make the whole writing process feel a lot better. (Because writing shouldn’t feel awful!)

First, let’s discuss the phrase “native English speaker”. What are we really referring to here? Traditionally, a native speaker of English used to be someone born in an English-speaking country, like the US, UK, New Zealand, Australia, or Canada. But how about children who have learned English at a young age in a different country, perhaps because they attended a bilingual school or because English is widely spoken in that country (like India or Singapore)? 

In reality, the distinction between native and non-native English speakers isn’t clear-cut. Linguists now prefer the terms “first” and “second language”, a first language being a language acquired in early childhood, and a second language one acquired later in life. To me, even those descriptions aren’t very meaningful because they don’t reveal anything about the speaker’s language abilities.

“Academic English is nobody’s first language” 

The other problem with ascribing your writing problem to the fact that you aren’t a native English speaker is that speaking and writing are two different things. As the linguist Ken Hyland puts it : “Academic English is nobody’s first language”. Even a highly regarded poet will struggle to write a scientific article if they have never done it before. There is a specific way to write papers, structural conventions and specific words and phrases to use. This has an important implication: The labels native (or first language) and non-native (second language) English speaker also don’t predict someone’s academic writing ability.

If you are someone whose first language isn’t English, I want to give you hope. You too can learn how to write in academic English!

If you are someone with English as a first language, I want to give you hope too: It’s normal to struggle with scientific writing even as a native speaker. Hyland reports on papers that found that writers with English as their first language still experienced writing anxiety and frustration and that they needed to do a similar amount of emotional work when producing writing. This very much agrees with what I have observed working with scientists all over the world! 

While writers with English as a first language still require training in writing papers, I do acknowledge that they have an advantage over others: They are less likely to make spelling mistakes, may have a larger vocabulary and often a better concept of correct English grammar. If the Latin alphabet and the subject-verb-object sentence structure is new to you, you’ll face an additional burden when you attempt to write scientific papers that first language writers don’t need to worry about.

Nevertheless, writing great papers is more than mastering English. And what is sometimes forgotten is that it is about communicating clearly rather than elegantly. Thus, someone with a vast English vocabulary may even be at a disadvantage when they attempt to communicate their scientific findings clearly in a paper: They may use a lot of synonyms that confuse readers or use words that the international scientific community isn’t familiar with.

What really is a well-written paper? 

What’s even more important: Writing a great paper goes beyond clearly describing findings and scientific facts. What makes or breaks a well-written paper isn’t correct grammar but a coherent internal structure. In my work with scientists , I focus on developing and examining that structure and the underlying scientific story. I teach scientists to first define what I call the key story elements of a paper and to structure the different paper sections based on those key story elements. This foundational work (not being completely free of spelling mistakes) is what makes your paper communicate your findings effectively. Or – to turn the argument around: If a paper doesn’t tell a clear, concise and compelling story, it isn’t “well-written” even if the English is impeccable.

The bottom line is that writing a great paper is a skill. A skill that every scientist who wants to be successful needs to learn at some point in their career – regardless of the languages they speak more or less well. 

If, so far you have always attributed your writing problems to your status as a “non-native speaker”, think again. Is that really the reason for your struggles? What do you actually need help with? Would you perhaps be able to publish in better journals, receive more citations and (most importantly) enjoy the writing process if you understood better how to tell a story in a paper? 

And if you are a “native English speaker” who is struggling with writing papers, please don’t feel ashamed. Writing is hard for all of us.

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Creative Writing Group - For non-native English Speakers

Hello! I'm here again to talk about our creative writing group with mostly non-native English speakers. We write a composition every 2 weeks based on weekly prompts. Our goal is to practice English and Creative Writing together. If you're interested, check out how to join here

You can read some of our work here or in our Instagram

We really want to get better at giving each other reviews and corrections but so far it's mostly about disciplining ourselves to write more. We do try to have bi-weekly live sessions on Discord to discuss our compositions, difficulties and creative processes.

It's all a process but we're trying! We love to have people from all over the world writing about the same thing :)

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Are You a Non-Native English Speaker/Writer?

Manav New Member

Non-Native English Writers' Thread

Discussion in ' Traditional Publishing ' started by Manav , Sep 17, 2011 .

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); As an aspiring non-native English writer, I face many writing and publising issues. Hopefully we can discuss those issues here with the native speakers and non-native speakers alike. The topic of each post should be related to non-native speakers/writers and their unique writing challenges. Any suggestion welcome. And please answer the poll question, which will give us an idea of how many non-native English speakers are here.  

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); Topic: Using native language idioms in English writing Most of my stories are set in my native country, India, and hence the characters are Indians. Sometimes an idiomatic phrase in Hindi will come to my mind while writing a story. For example, kisika dhulai kerna is an idiom in Hindi which literally means "to wash somebody", but idiomatically (is this a word ) it means "to beat someone black and blue". I am sometimes tempted to use such idiomatic phrase in dialogues like, "I'd washed him well", of course, making it clear from the context that it meant "beating", because that's what the character is most likely to say. I think it can enriched my writing rather then deteriorate. What do you think?  

Tesoro Contributor Contributor

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); I am a non english speaker, but I do write in my own language and I just discovered a problem that might be an obstacle for me to get my work published here. It seems that (some?) publishers here does not want stories that are set outside of this country , which is exactly what ALL of my novels are ( I don't know if that is valid only for the thrillers or every genre (since our nations thrillers are synonym with the kind of small-town-police-investigating-mysterious-murders-in-the-idyllic-little-town-where-everyone-knows-everyone-novels.) I don't write thrillers but romance and now it got me seriously worried that it might be a problem, because I'm not willing to change that aspect of my stories. For me it seems almost impossible coming up with an interesting idea that takes place in such a boring place as this, the result wouldn't be much more interesting than its citizens It's already difficult enough to get ones work published without having to worry about that as well. Manav: I have the same issue when writing because some of my characters aren't originally from my country and obviously when I "hear" them speak they do speak in their own language (sometimes english, sometimes another) and I have to somehow translate it when I write, only in rare cases I use the exact phrase when it's something particular that doesn't need translation. it's difficult, I would go with some kind of translation, I guess, to avoid being misunderstood, because not many people would know the idiom. Are little footnotes regarding this sort of expressions reserved for translated books?  

mammamaia nit-picker-in-chief Contributor

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); i mentor many non-native-english-speaking writers and also do a lot of editing/revising of such writers' work... in doing the latter, i work hard to retain the 'voice' of the writer, so as to not lose the charming 'lilt' of their native languages... instead of americanizing or briticising their work, i let it celebrate the differences, to give the readers a feel for how others on our planet think and speak... it's a task i enjoy greatly, as i've been to and lived in many parts of the world, get by in several languages, and love the more lyrical way other tongues allow us to express ourselves... so i'm happy to see so many of 'you' here, sharing your work, your cultures and your selves with us... love and hugs/abrazos y besos/abrazi e bacci/je t'embracsse bien fort, maia  

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); Are little footnotes regarding this sort of expressions reserved for translated books? Click to expand...

Cogito Former Mod, Retired Supporter Contributor

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); But let's not limit the discussion to that, you may start a discussion about anything about your country, or, you may even post a commentary about English books published in your country. Native speakers may also post about their experiences and knowledge about non-native countries and places. These are some examples I could think of right now. The only rule is that topic of discussion should be related to non-native speakers/writers and their countries in some ways. Any suggestion welcome. Click to expand...

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); I'm fluent only in English, although I do know some Spanish, some German, and am beginning to learn a little Italian. However, I don't know any of these other languages well enough to write anything of substance in them, although I can read them to a somewhat greater degree. Certainly, the different syntax and punctuation rules can be confusing to those whose primary language is not English. For example, I often hear people from India overusing Present Progressive tense in English, which I assume carries over from the structure of the languages there. Contrived example: "I am noticing people from India overusing Present Progressive tense in English, which I am assuming is carrying over from the structure of the languages there." I don't doubt that Native English speakers trying to speak or write in one of the languages of India would speak in a way that seems similarly just a little off to a native of India. Even when reading Spanish, which is structurally pretty close to English, I am often surprised by the different punctuation rules.  

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); It seems that (some?) publishers here does not want stories that are set outside of this country, which is exactly what ALL of my novels are Click to expand...

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); mammamaia said: ↑ i mentor many non-native-english-speaking writers and also do a lot of editing/revising of such writers' work... in doing the latter, i work hard to retain the 'voice' of the writer, so as to not lose the charming 'lilt' of their native languages... instead of americanizing or briticising their work, i let it celebrate the differences, to give the readers a feel for how others on our planet think and speak... it's a task i enjoy greatly, as i've been to and lived in many parts of the world, get by in several languages, and love the more lyrical way other tongues allow us to express ourselves... so i'm happy to see so many of 'you' here, sharing your work, your cultures and your selves with us... love and hugs/abrazos y besos/abrazi e bacci/je t'embracsse bien fort, maia Click to expand...

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); I am aware there are a huge number of individual languages in India. Sadly, I know none of them, so I don't know how much they have in common structurally. So I can only guess by what I hear that at least some of those languages grammatically resemble present progressive tense when speaking of present actions. It's gratifying to learn that my guess is not completely off target. As for posts being in English, that was a pre-emptive warning, not a reaction to anything posted up until now.  

Lydia Contributor Contributor

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); I'm from Belgium. I learned to speak English (besides Dutch, of course) from when I was quite young, but I only started learning how to write it when I was about 12. My first English essays were terrible.  

Mckk Member Supporter Contributor

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); Manav said: ↑ Topic: Using native language idioms in English writing Most of my stories are set in my native country, India, and hence the characters are Indians. Sometimes an idiomatic phrase in Hindi will come to my mind while writing a story. For example, kisika dhulai kerna is an idiom in Hindi which literally means "to wash somebody", but idiomatically (is this a word ) it means "to beat someone black and blue". I am sometimes tempted to use such idiomatic phrase in dialogues like, "I'd washed him well", of course, making it clear from the context that it meant "beating", because that's what the character is most likely to say. I think it can enriched my writing rather then deteriorate. What do you think? Click to expand...

Shahar New Member

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); English is not my first language. I've been taught English by my mam since I was 7 years old, and by the time my friends and I reached the 6th grade I was years ahead in my vocabulary and my ability to speak and write. I read books which are only written in English rather than in my native language, and so I also wrtie only in English. I find English much reacher in substance than my native language which through my own eyes seems dull and shallow.  

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); Manav said: ↑ Tesoro, I understand your frustration. Is it only the setting the publishers have reservations? Or, is it because your chars are also native to the foreign setting? I am asking this because as a reader when I read an English romance novel I expect the main chars to be American or British, even though I don't care where they are. The chars live and travel in Paris, vienna, Milan, Africa... in many of the romance novels I have read. So, I am sure there are many publishers who don't care about the setting, if of course, you have a great story. Click to expand...

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); Lydia, Shahar.. Thanks for sharing. I learned the English alphabets before I learned the alphabets of my mother tongue. English was the medium of teaching and English as a subject was compulsory, while native languages were optional subjects in my school. But the quality of English teachers upto high school is not so great. The quality of English teachers is very high once you are in college, but unfortunately I opted for Civil Engineering and never got a chance to learn higher English.  

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); manav... i'm so happy to see you are still writing... and of course you're still one of my mentees... 'once a mentee, always a mentee!' what are you writing these days?... did you ever do anything with 'homecoming'? hugs, m  

natsuki Active Member

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); My native language is Portuguese and I write in English, too. Although I've been studying English for quite some time (on my own, I did some courses when I was a teenager, but most of the things I know I learned by reading and writing) it's still a challenge. The differences in punctuation and grammar bother me. In Portuguese I use a lot of commas. In English they are not needed as much although some times they can be used. My limited vocabulary in English frustrates me. If you try to write in a language, the richer your vocabulary, the better. I spend a lot of time trying to remember a verb, for example, that I know would be perfect for something I have in mind and sometimes I can't. What I started doing a while ago is to write new word, that I picked in novels, or simply read online, and write them down in my notebook, with the meaning beside it. When I have some spare time I open the notebook and read these words I wrote and try to memorize them. I considered writing in Portuguese when I first started writing my stories, but I can't. English seems richer, more complete. Portuguese, or at least Brazilian Portuguese is not well-spoken by anyone. For example, I think I NEVER met anyone who spoke grammatical Portuguese, so every time I read a book in Portuguese where the writers (or translators) strove to make it perfect, it always sounds false and awkward because no one would speak like the characters in said book do, and I can't relate to it. My husband and I are trying to speak English at home at all times to practice, but my hubby's English is still clunky regarding sentence structure and grammar. Of course, mine is not that great either and considering that he learned it all by himself, it's amazing. But it ends up not being much of a challenge to me. He is the only person I can talk in English since he's the only person I know IRL who can actually speak it I had some tough personal problems this year and wasn't able to write almost anything. I'm returning to the writing world now, researching and plotting before I start writing my next novel... I think any one who really tries and works hard for something can be successful. For us non natives, it's probably harder since we need to discover a whole new language and be as good in it as natives. It's tough, frustrating, and at time it feels impossible, but I really do think we can do it if we push ourselves PS: I had to edit this text for commas before I posted and I think I removed more than 10 commas! Too bad punctuation is not the same with every language. ---------- Post added at 12:53 AM ---------- Previous post was at 12:49 AM ---------- Manav said: ↑ Lydia, Shahar.. Thanks for sharing. I learned the English alphabets before I learned the alphabets of my mother tongue. English was the medium of teaching and English as a subject was compulsory, while native languages were optional subjects in my school. But the quality of English teachers upto high school is not so great. The quality of English teachers is very high once you are in college, but unfortunately I opted for Civil Engineering and never got a chance to learn higher English. Click to expand...

Marcelo Member

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); I'm fluent in both Spanish and English, and I'm currently going for my third language: French. I was born in Tucson, Arizona, but I've lived my entire life in Mexico—eight hours away from the Sonora-Arizona border. Me and my family do all our shopping in the United States, so we visit the country twice a year. Though my pronunciation is not good enough to pass inadvertently, the fact that I had to learn English from scratch has helped me to obtain a high grammatical level; something that I see missing in some native speakers every once in a while. Once I finish high school (next summer) I'll be moving my undergraduate studies to Tucson, so I'm not particularly worried about my pronunciation: I'll have plenty of time to perfect it.  

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); mammamaia said: ↑ [/Iwhat are you writing these days?... did you ever do anything with 'homecoming'? Click to expand...

Hwaigon Senior Member

googletag.cmd.push(function() { googletag.display('funpub_93def5e5ccd53664d04b1009bf8d5cb5'); }); Cogito said: ↑ I'm fluent only in English, although I do know some Spanish, some German, and am beginning to learn a little Italian. However, I don't know any of these other languages well enough to write anything of substance in them, although I can read them to a somewhat greater degree. Certainly, the different syntax and punctuation rules can be confusing to those whose primary language is not English. For example, I often hear people from India overusing Present Progressive tense in English, which I assume carries over from the structure of the languages there. Contrived example: "I am noticing people from India overusing Present Progressive tense in English, which I am assuming is carrying over from the structure of the languages there." I don't doubt that Native English speakers trying to speak or write in one of the languages of India would speak in a way that seems similarly just a little off to a native of India. Even when reading Spanish, which is structurally pretty close to English, I am often surprised by the different punctuation rules. Click to expand...

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Online Writing Classes for Non-Native English Speakers

Date / time.

April 5, 2019

The UIC Tutorium in Intensive English is offering the following 5-week online courses to help non-native English speakers improve their writing and grammar skills:

Online Grammar

This 5-week course focuses on producing clear, error-free writing at the Intermediate to Advanced level. Instructors guide students through advanced grammar review, writing sample analysis, and development of effective self-editing techniques. Within the course schedule, students are able to work at their own pace and set their own deadline, with regular weekly feedback from the instructor. If you plan to take both of our online writing courses, we recommend taking this one first. This course meets 100% online with flexible schedule; tuition: $350. More information and course dates: https://tie.uic.edu/eips/writing-courses/#onlinegrammar

Online Writing and Composing

This 5-week course focuses on how to produce concise, clear writing at the Intermediate to Advanced level. Students learn techniques for starting a writing project, working with outlines, creating clear coherent paragraphs, crafting introduction and conclusion paragraphs, and adding concrete details. Within the course schedule, students are able to work at their own pace and set their own deadlines, with regular weekly feedback from the instructor. This course meets 100% online with flexible schedule; tuition: $350. More information and course dates: https://tie.uic.edu/eips/writing-courses/#onlinecomposing

If you’re not sure which class is best for you, contact us for a free assessment of your writing skills. Send your writing sample to: [email protected] or [email protected].

Questions? Contact Beata Keller at [email protected] or 312-996-2378.

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• Open access
• Published: 09 July 2024

Exploring the potential of artificial intelligence to enhance the writing of english academic papers by non-native english-speaking medical students - the educational application of ChatGPT

• Jiakun Li 1   na1 ,
• Hui Zong 1   na1 ,
• Erman Wu 1 , 4   na1 ,
• Rongrong Wu 1 ,
• Zhufeng Peng 1 ,
• Jing Zhao 1 ,
• Lu Yang 1 ,
• Hong Xie 2 &
• Bairong Shen 1 , 3  

BMC Medical Education volume  24 , Article number:  736 ( 2024 ) Cite this article

Metrics details

Academic paper writing holds significant importance in the education of medical students, and poses a clear challenge for those whose first language is not English. This study aims to investigate the effectiveness of employing large language models, particularly ChatGPT, in improving the English academic writing skills of these students.

A cohort of 25 third-year medical students from China was recruited. The study consisted of two stages. Firstly, the students were asked to write a mini paper. Secondly, the students were asked to revise the mini paper using ChatGPT within two weeks. The evaluation of the mini papers focused on three key dimensions, including structure, logic, and language. The evaluation method incorporated both manual scoring and AI scoring utilizing the ChatGPT-3.5 and ChatGPT-4 models. Additionally, we employed a questionnaire to gather feedback on students’ experience in using ChatGPT.

After implementing ChatGPT for writing assistance, there was a notable increase in manual scoring by 4.23 points. Similarly, AI scoring based on the ChatGPT-3.5 model showed an increase of 4.82 points, while the ChatGPT-4 model showed an increase of 3.84 points. These results highlight the potential of large language models in supporting academic writing. Statistical analysis revealed no significant difference between manual scoring and ChatGPT-4 scoring, indicating the potential of ChatGPT-4 to assist teachers in the grading process. Feedback from the questionnaire indicated a generally positive response from students, with 92% acknowledging an improvement in the quality of their writing, 84% noting advancements in their language skills, and 76% recognizing the contribution of ChatGPT in supporting academic research.

The study highlighted the efficacy of large language models like ChatGPT in augmenting the English academic writing proficiency of non-native speakers in medical education. Furthermore, it illustrated the potential of these models to make a contribution to the educational evaluation process, particularly in environments where English is not the primary language.

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Introduction

Large language models (LLMs) are artificial intelligence (AI) tools that have remarkable ability to understand and generate text [ 1 , 2 ]. Trained with substantial amounts of textual data, LLMs have demonstrated their capability to perform diverse tasks, such as question answering, machine translation, and writing [ 3 , 4 ]. In 2022, Open AI released a LLM called ChatGPT [ 5 ]. Since its inception, ChatGPT has been widely applied in medicine domain, especially after testing, it can demonstrate the medical level that meets the requirements of passing the United States Medical Licensing Exam [ 6 ]. It can provide personalized learning experience according to the preference style of medical students [ 7 ]. Research has shown that the explanations provided by ChatGPT are more accurate and comprehensive than the explanations of basic principles provided in some standardized higher education exams [ 8 ]. Therefore, many researchers believe that ChatGPT may improve students’ problem-solving ability and reflective learning [ 9 ].

Writing English language based academic papers is very important for the development of medical students in universities. China is a non-native English-speaking country with a large population of medical students, so it is necessary to provide medical education and offer relevant courses, especially to cultivate their ability to write English academic papers [ 10 ]. This is essential for future engagement in scientific research and clinical work within the field of medicine. However, the ability of these non-native English-speaking medical students in writing English papers is relatively limited, and they need continuous training and improvement [ 11 ].

LLMs can be used to generate and modify text content and language styles, and can be applied to the quality improvement of scientific papers [ 12 , 13 ]. ChatGPT exhibits considerable potential in medical paper writing, assist in literature retrieval, data analysis, knowledge synthesis and other aspects [ 14 ]. Students received AI-assisted instruction exhibited improved proficiency in multiple aspects of writing, organization, coherence, grammar, and vocabulary [ 15 ]. Additionally, AI mediated instruction can positively impacts English learning achievement and self-regulated learning [ 16 ]. LLMs can also perform language translation [ 13 , 17 ]. Moreover, it can automatically evaluate and score the level of medical writing, and provide modification suggestions for improvement [ 18 ]. These studies indicate that incorporating large language models like ChatGPT into medical education holds promise for various advantages. However, their usage must be accompanied by careful and critical evaluation [ 19 ]. As far as we know, there is currently no research to evaluate the usability and effectiveness of ChatGPT in medical mini paper writing courses through real classroom teaching scenarios.

Therefore, in this study, we introduce the ChatGPT into real-world medical courses to investigate the effectiveness of employing LLMs in improving the academic writing proficiency for non-native English-speaking medical students. By collecting and analyzing data, we aim to provide evidence of the effectiveness of employing a LLM in improving the English academic writing skills of medical students, thereby facilitating better medical education and improve the scientific research ability and writing skills for students.

Participants

The research included 27 third-year medical students from the West China School of Medicine at Sichuan University. These students are all non-native English speakers. These students had concluded their fundamental medical coursework but had not yet embarked on specialized subjects. Exclusion criteria were applied to those who failed to fulfill the requisite homework assignments.

Initial Stage: The task involved composing an English academic paper in accordance with the stipulations of English thesis education. Considering the students’ junior academic standing, the composition of a discussion section in paper was not mandated. Each student was tasked with authoring a concise, “mini paper.”

Experimental Phase: Upon the completion of their individual “mini papers,” students had initially submitted these under the label “group without ChatGPT.” Subsequently, they engaged with ChatGPT-3.5 for a period of two weeks to refine their English academic manuscripts. After this period, the revised mini papers were resubmitted under the designation “group with ChatGPT.” Alongside this resubmission, students also provided a questionnaire regarding their experience with ChatGPT. The questionnaire was administered in Mandarin, which is the commonly used language in the research context. We conducted a thorough discussion within our teaching and research group to develop the questionnaire. Two students, who failed to meet the stipulated submission deadline, were excluded from the study.

All mini papers underwent evaluation and scoring based on a standardized scoring criterion. The assessment process encompassed three distinct approaches. Firstly, two teachers independently scored each mini paper using a blind review technique, and the final score was determined by averaging the two assessments. Secondly, scoring was performed using ChatGPT-3.5. Lastly, scoring was conducted using ChatGPT-4.

Evaluation Criteria: The scoring was composed of three dimensions: structure, logic, and language, with each dimension carrying a maximum of 20 points, culminating in a total of 60 points. The scores for each section were categorized into four tiers: 0–5 points (Fail), 6–10 points (Below Average), 11–15 points (Good), and 16–20 points (Excellent). The minimum unit for deduction was 0.5 points.

Structure emphasizes the organization and arrangement of the paper. It ensures that the content is placed in the appropriate sections according to the guidelines commonly found in academic journals. Logic refers to the coherence and progression of ideas within the paper. The logical flow should be evident, with each section building upon the previous ones to provide a cohesive argument. A strong logical framework ensures a systematic and well-supported study. Language refers to the correctness and proficiency of English writing. Proper language expression is essential for effectively conveying ideas and ensuring clear communication, and makes the paper becomes more readable and comprehensible to the intended audience.

Experience questionnaire for ChatGPT: The questionnaire comprised 31 questions, detailed in the attached appendix. (Attachment document)

Data analysis

The Kruskal-Wallis rank sum test was utilized to assess the baseline scores of students before and after using ChatGPT. A paired t-test was utilized to analyze the impact of ChatGPT on the improvement of students’ assignment quality (manual grading). Univariate regression analysis was conducted to investigate the extent of improvement in assignment quality attributed to ChatGPT. Previous studies have shown discrepancies in language learning and language-related skills between males and females. In order to mitigate any potential biases, we implemented gender correction techniques, which encompassed statistical adjustments to accommodate these gender variations [ 20 , 21 , 22 ]. The questionnaire was distributed and collected using the Wenjuanxing platform (Changsha Ran Xing Science and Technology, Shanghai, China. [ https://www.wjx.cn ]).

Statistical analyses were performed using the R software package (version 4.2.0, The R Foundation, Boston, MA, USA), Graph Pad Prism 9 (GraphPad Software, CA, USA), and Empower (X&Y Solutions Inc., Boston, MA, USA) [ 23 ].

Manual scoring

Ultimately, the study included 25 participants, with two students being excluded due to late submission of their assignments. These participants were all third-year undergraduate students, including 14 males (56%) and 11 females (44%). The “group without ChatGPT” consisted of 25 participants who wrote mini papers with an average word count of 1410.56 ± 265.32, cited an average of 16.44 ± 8.31 references, and received a manual score of 46.45 ± 3.59. In contrast, the “group with ChatGPT” of 25 participants produced mini papers with an average word count of 1406.52 ± 349.59, cited 16.80 ± 8.10 references on average, and achieved a manual score of 50.68 ± 2.03. Further details are available in Table  1 .

In terms of manual scoring, medical students demonstrated a significant improvement in the quality of their assignments in the dimensions of logic, structure, language, and overall score after using ChatGPT, as depicted in Fig.  1 .

Using ChatGPT improved the quality of students’ academic papers. A statistical analysis of the manual scoring showed that the quality of students’ academic papers improved after using ChatGPT for revision in terms of structure, logic, language, and overall score. The results showed statistical significance. *** p  < 0.001, **** p  < 0.0001

We also conducted a univariate analysis on the impact of ChatGPT on medical students’ academic papers writing across all scoring methods. The results indicated significant improvement in all manual scores and those evaluated by ChatGPT-3.5 for paper structure, logic, language, and total score (all p  < 0.05). Papers assessed by ChatGPT-4 also showed significant improvements in structure, logic, and total score (all p  < 0.05). Although the language scores of papers evaluated by ChatGPT-4 did not show a significant difference, a trend of improvement was observed (β 1.02, 95% confidence interval (CI) -0.15, 2.19, p  = 0.1). After adjusting for gender, multivariate regression analysis yielded similar results, with significant improvements in all dimensions of scoring across all methods, except for the language scores evaluated by ChatGPT-4. The total manual scoring of students’ papers improved by 4.23 (95% CI 2.64, 5.82) after revisions with ChatGPT, ChatGPT-3.5 scores increased by 4.82 (95% CI 2.47, 7.17), and ChatGPT-4 scores by 3.84 (95% CI 0.83, 6.85). Further details are presented in Table  2 .

The potential of ChatGPT in scoring support

Additionally, we investigated whether ChatGPT could assist teachers in assignment assessment. The results showed significant differences between the scores given by the ChatGPT-3.5 and manual grading, both for groups with and without ChatGPT. Interestingly, the scores from ChatGPT-4 were not significantly different from human grading, which suggests that ChatGPT-4 may have the potential to assist teachers in reviewing and grading student assignments (Fig.  2 ).

Potential of ChatGPT assisting teachers in evaluating papers. The results showed that there was a significant statistical difference between the scoring results of the GPT3.5 and the manual scoring results, both for the unrevised mini papers (left) and the revised mini papers (right) using ChatGPT. However, there was no significant statistical difference between the scoring results of GPT4 and the manual scoring results, which mean that GPT4 might be able to replace teachers in scoring in the future. ns: no significance, *** p  < 0.001, **** p  < 0.0001

Experience questionnaire

Among the 25 valid questionnaires, social media emerged as the primary channel through which participants became aware of ChatGPT, accounting for 84% of responses. This was followed by recommendations from acquaintances and requirements from schools/offices, each selected by 48% of participants. News media accounted for 44%. (Attachment document)

Regarding the purpose of using ChatGPT (multiple responses allowed), 92% used it mainly to enhance homework quality and improve writing efficiency. 68% utilized ChatGPT for knowledge gathering. 56% employed ChatGPT primarily to improve their language skills. (Attachment document)

In the course of the study, the most widely used feature of ChatGPT in assisting with academic paper writing was English polishing, chosen by 100% of the students, indicating its widespread use for improving the language quality of their papers. Generating outlines and format editing were also popular choices, with 64% and 60% using these features, respectively. (Attachment document)

When asked what they would use ChatGPT for, 92% of participants considered it as a language learning tool for real-time translation and grammar correction. 84% viewed ChatGPT as a tool for assisting in paper writing, providing literature materials and writing suggestions. 76% saw ChatGPT as a valuable tool for academic research and literature review. 48% believed that ChatGPT could serve as a virtual tutor, providing personalized learning advice and guidance. (Attachment document)

Regarding attitudes towards the role of ChatGPT in medical education, 24% of participants had an optimistic view, actively embracing its role, while 52% had a generally positive attitude, and 24% held a neutral stance. This indicates that most participants viewed the role of ChatGPT in medical education positively, with only a minority being pessimistic. (Attachment document)

Among the participants, when asked about the limitations of ChatGPT in medical education, 96% acknowledged the challenge in verifying the authenticity of information; 72% noted a lack of human-like creative thinking; 52% pointed out the absence of clinical practice insights; and 40% identified language and cultural differences as potential issues. (Attachment document)

The results from the participants’ two-week unrestricted usage of the AI model ChatGPT to enhance their assignments indicated a noticeable improvement in the quality of student papers. This suggests that large language models could serve as assistive tools in medical education by potentially improving the English writing skills of medical students. Furthermore, the results of comparative analysis revealed that the ChatGPT-4 model’s evaluations showed no statistical difference from teacher’s manual grading. Therefore, AI might have prospective applications in certain aspects of teaching, such as grading assessments, providing significant assistance to manual efforts.

The results of questionnaire indicate ChatGPT can serve as an important educational tool, beneficial in a range of teaching contexts, including online classroom Q&A assistant, virtual tutor and facilitating language learning [ 24 ]. ChatGPT’s expansive knowledge base and advanced natural language processing capability enable it to effectively answer students’ inquiries and offer valuable literature resources and writing advice [ 25 ]. For language learning, it offers real-time translation and grammar correction, aiding learners in improving their language skills through evaluation and feedback [ 26 ]. ChatGPT can also deliver personalized educational guidance based on individual student needs, enhancing adaptive learning strategies [ 27 ]. Furthermore, in this study, the positive feedback of questionnaire for the usage of ChatGPT in English language polishing of academic papers, as well as for generating paper outlines and formatting, underscores its acceptance and recognition among students. The evaluation results of three dimensions reflects a keen focus on enhancing the structural and formatting quality of their papers, demonstrating the large AI language model’s impressive teaching efficacy in undergraduate education.

In the questionnaire assessing ChatGPT’s accuracy and quality, 48% of respondents indicated satisfaction with its performance. However, it’s important to consider that the quality and accuracy of responses from any AI model, including ChatGPT, can be influenced by various factors such as the source of data, model design, and training data quality. These results, while indicative, require deeper research and analysis to fully understand the capabilities and limitations of ChatGPT in this field. Furthermore, ongoing discussions about ethics and data security in AI applications highlight the need for continued vigilance and improvement [ 28 ]. Overall, while ChatGPT shows promise in medical education, it is clear that it has limitations that must be addressed to better serve the needs of this specialized field.

Manual grading can be a time-consuming task for teachers, particularly when dealing with a large number of assignments or exams. ChatGPT-4 may provide support to teachers in the grading process, which could free up their time, allowing them to focus on other aspects of teaching, such as providing personalized feedback or engaging with students. However, it may not replace the role of teachers in grading. Teachers possess valuable expertise and contextual knowledge that go beyond simple evaluation of assignments. They consider factors such as student effort, creativity, critical thinking, and the ability to convey ideas effectively. These aspects might be challenging for an AI model to fully capture and evaluate. Furthermore, the use of AI in grading raises important ethical considerations. It is crucial to ensure that the model’s grading criteria align with educational standards and are fair and unbiased.

Despite its potential benefits of using ChatGPT in medical education, it also has limitations, such as language barriers and cultural differences [ 29 , 30 ]. When inputted with different languages, ChatGPT may have difficulty in understanding and generating accurate responses. Medical terms and concepts vary across different languages, and even slight differences in translation can lead to misunderstandings. Medical education is also influenced by cultural factors. Different cultures have different communication styles, which can impact the way medical information is exchanged. Recognizing and respecting the diversity of cultural perspectives is crucial for providing patient-centered care, and it should be an important part in medical education, which ChatGPT does not excel at. The model may struggle with translating non-English languages, impacting its effectiveness in a global medical education context. Additionally, while ChatGPT can generate a vast amount of text, it lacks the creative thinking and contextual understanding inherent to human cognition, which can be crucial in medical education. Another concern is the authenticity and credibility of the information generated by ChatGPT [ 31 , 32 ]. In medical education, where accuracy and reliability of knowledge are paramount, the inability to guarantee the truthfulness of the information poses a significant challenge [ 32 , 33 , 34 ].

These limitations of ChatGPT in medical education may be addressed and potentially rectified with updates and advancements in AI models. For instance, in this study, the scoring results showed no statistical difference between the ChatGPT-4 model and manual grading, unlike the significant discrepancies observed with the ChatGPT-3.5 model. This suggests that ChatGPT-4 has improved capabilities to assist manual grading by teachers, demonstrating greater intelligence and human-like understanding compared to the ChatGPT-3.5 model. Similar findings have been noted in other research, highlighting the advancements from version 3.5 to 4. For example, there were clear evidences that version 4 achieved better test results than version 3.5 in professional knowledge exams in disciplines such as orthopedics [ 35 ], dermatology [ 36 ], and ophthalmology [ 37 ].

This study aimed to explore the use of ChatGPT in enhancing English writing skills among non-native English-speaking medical students. The results showed that the quality of students’ writing improved significantly after using ChatGPT, highlighting the potential of large language models in supporting academic writing by enhancing structure, logic, and language skills. Statistical analysis indicated that ChatGPT-4 has the potential to assist teachers in grading. As a pilot study in this field, it may pave the way for further research on the application of AI in medical education. This new approach of incorporating AI into English paper writing education for medical students represents an innovative research perspective. This study not only aligns with the evolving landscape of technology-enhanced learning but also addresses specific needs in medical education, particularly in the context of academic writing. In the future, AI models should be more rationally utilized to further enhance medical education and improve medical students’ research writing skills.

Data availability

The datasets used and/or analysed during the current study available from the corresponding author on reasonable request.

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Acknowledgements

The authors gratefully thank Dr. Changzhong Chen, Chi Chen, and Xin-Lin Chen (EmpowerStats X&Y Solutions, Inc., Boston, MA) for providing statistical methodology consultation.

This work was supported by the National Natural Science Foundation of China (32070671 and 32270690), and the Fundamental Research Funds for the Central Universities (2023SCU12057). The authors gratefully thank Dr. Changzhong Chen, Chi Chen, and Xin-Lin Chen (EmpowerStats X&Y Solutions, Inc., Boston, MA) for providing statistical methodology consultation.

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Jiakun Li, Hui Zong and Erman Wu contributed equally to this work.

Authors and Affiliations

Department of Urology and Institutes for Systems Genetics, Frontiers Science Center for Disease-related Molecular Network, West China Hospital, Sichuan University, Chengdu, 610041, China

Jiakun Li, Hui Zong, Erman Wu, Rongrong Wu, Zhufeng Peng, Jing Zhao, Lu Yang & Bairong Shen

West China Hospital, West China School of Medicine, Sichuan University, No. 37, Guoxue Alley, Chengdu, 610041, China

Institutes for Systems Genetics, Frontiers Science Center for Disease-related Molecular Network, West China Hospital, Sichuan University, Chengdu, 610041, China

Bairong Shen

Department of Neurosurgery, the First Affiliated Hospital of Xinjiang Medical University, Urumqi, 830054, China

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Contributions

J.L., H.Z. and E.W. contributed equally as first authors of this manuscript. J.L., H.X. and B.S. were responsible for the conception and design of this study. J.L., E.W., R.W., J.Z., L.Y. and Z.P. interpreted the data. J.L., E.W., H.Z. and L.Y. were responsible for the data acquisition. J.L., H.Z. and E.W. wrote the first draft, interpreted the data, and wrote the final version of the manuscript. J.Z. was committed to the language editing of the manuscript. All authors critically revised the manuscript for important intellectual content and approved the final version of the manuscript. H.X. and B.S. contributed equally as the corresponding authors of this manuscript. All authors have read and approved the final manuscript.

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Correspondence to Hong Xie or Bairong Shen .

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Li, J., Zong, H., Wu, E. et al. Exploring the potential of artificial intelligence to enhance the writing of english academic papers by non-native english-speaking medical students - the educational application of ChatGPT. BMC Med Educ 24 , 736 (2024). https://doi.org/10.1186/s12909-024-05738-y

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