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English Language Learners: Writing Skills

Response 1

Any essay must consider its audience since its purpose is to deliver the author’s message. For second language learners, the writer’s skill to present information in a suitable format is more crucial than others. Even if a learner is able to connect the meaning of a word or a phrase with their vocabulary, such a process takes a significant mental effort that disrupts the acquisition of new information (Chon & Shin, 2019). If the structure of a text is too complex and it contains multiple contextual meanings that require effort to recognize them, an essay is unsuitable for second language learners. An essay that does not consider its clarity from a second-language learner standpoint will be more likely to be avoided if the resources required for its comprehension outweigh the importance of its topic.

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The audience that consists of second-language speakers can be more challenging to work with, as there may be limitations for knowledge among it. The issue becomes more prominent if an essay is meant to be read to the public. Chon and Shin (2019) argue that listening for this category of learners is more complex than writing since they “must be able to process what they hear in real time, concurrently, to attend to new input” (p. 62). These bounds, if left unaccounted for, create a barrier that prevents a precise delivery of the meaning of a work, making it less valuable knowledge for those who listen or read it.

There is a limit of attention for each individual, which is significantly lessened when that person puts active efforts into mental translation. When an audience of second language learners is the target audience of an English text, they have to separate their awareness and guess words that they have missed, misunderstood, or do not know (Chon & Shin, 2019). Therefore, if an essay is written without any consideration towards this category of listeners, it will not deliver the information intended by its writer in full. Moreover, such an essay will make its listeners less motivated to become engaged in any discussion regarding its topic afterward. It might be necessary to sacrifice some fluency or artful delivery for clarity.

There are several aspects of writing that must be avoided when considering writing for an audience for whom English is the second language. Literary devices, such as metaphors, litotes, ellipses, and others, must be avoided, as they are difficult to understand for non-native speakers. Moreover, it is vital to avoid slang and try to express oneself without regional dialects and technical terms, as they draw the audience’s attention from the topic.

Since people are taught literal norms of English, any grammatical or punctuation mistakes may confuse them or distort the meaning of a text. The correct usage of English rules is also necessary to show a second-language audience how to utilize the language properly. If an essay is meant to be listened to, a speaker must read it with proper emphasis and pronunciation, keeping their speech slow enough to ensure that the audience processes the material adequately.

Response 2

Writing is a critical skill for any student who learns English, yet it can be troublesome to grasp all of its aspects through its simpler forms. Moreover, it is impossible to create an argumentative essay without knowing the specifics of this genre. This type of writing has a clear goal: to explain a writer’s point of view in a concise manner. It is based on logic as much as on writing skills. Such a task requires not only linguistic proficiency but also information collection and organization (Setyowati et al., 2017). These essays may include any comparisons with other opinions in an attempt to show why an author chose to argue from their position. However, this writing accepts that its readers may not agree with the author’s points partially or wholly.

It is also vital to consider the differences between persuasive and argumentative essays. The latter type does not involve any attempts to sway a reader’s opinion to the author’s point of view through appeals to emotion or explanation of why it is more sensible than the other options. Persuasive essays aim to get the attention of a specific audience regarding the topic, as they do not provide information only but also influence (Union Media, n.d.). Argumentative essays provide reasons, facts, and evidence in a formal language without emotionally charged phrases.

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The development of such a type of essay requires a number of preparations. An author of an argumentative essay is obliged to show substantial evidence of any data provided in their work. Authors who present their views must not only conduct thorough research on supportive data but also compile it into an easy-to-read format and present it within the text with sufficient referencing. Moreover, they are ought to recognize the existence of differing options and address their validity, basis, and provide counterarguments. Such a paper is written to show why its author chose to agree with one side of a presented topic.


Chon, Y. V., & Shin, T. (2019). Profile of second language learners’ metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70, 62-75. Web.

Setyowati, L., Sukmawa, S., & Latief, M. A. (2017). Solving the students’ problems in writing argumentative essay through the provision of planning. Celt: A Journal of Culture, English Language Teaching & Literature, 17(1), 86. Web.

Teng, M. F. (2019). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29-39. Web.

Union Media. (n.d.). Argumentative vs. persuasive writing. Union Test Prep. Web.

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