By Shiuan Yap, Lecturer and Head of School, School of Foundation and Articulation, IACT College

Writers need grammar skills, but does that mean every sentence has to follow a rigid set of rules? Getting the grammar right is great and all that, but understanding what words mean, how they make people feel and how different audiences might interpret them is just as important. A sentence can be grammatically correct but still sound awkward, insensitive or out of place. At the same time, a sentence that bends the rules can be effective if it communicates the intended message clearly and naturally. 

For communications students, this is an important distinction to understand. Whether writing a news article, an advertisement, a public relations statement, a social media caption or a corporate announcement, writers need to think about more than the words on the page. They also need to consider the impressions those words create. A phrase that sounds friendly to one audience might seem unprofessional to another, while a word that appears harmless in a dictionary may carry a negative or unexpected meaning in a particular context. 

This is especially relevant in a multicultural country such as Malaysia, where English is used by people with different linguistic backgrounds, cultural experiences and communication styles. Expressions that sound natural in everyday Malaysian conversation may be unfamiliar to international readers. Words can also carry different associations depending on who uses them, where they appear and how they are understood. 

So, do writers need grammar skills? For sure. Trust. But they also need the judgement to know when a grammatical rule matters, when a different expression might work better and how to adapt their language without losing the message. Grammar provides the foundation, while an understanding of connotation, culture and local language use helps writers communicate more effectively.

It’s about making meaning
Grammar helps us organise words and ideas so that readers can follow what we are trying to say. It helps establish who is doing what, how ideas connect and which details belong together. Things such as sentence structure, punctuation, tense and word order can all affect how a message is understood. 

However, a grammatically correct sentence is not automatically a good sentence. It might be too long, unnecessarily complicated or written in a tone that does not suit its audience. An advertisement, for example, might follow every grammatical convention but still sound stiff and uninteresting. A corporate announcement might be perfectly correct yet leave readers wondering what the organisation is actually trying to say. 

Then again, have you ever noticed that two words can mean almost the same thing but give you completely different feelings?  

A word’s denotation is its basic or literal meaning. Its connotation is the feeling, association or impression that comes with it. These associations can be positive, negative or neutral, and they often depend on the context in which a word is used. 

This matters because writing does more than deliver information. It shapes how people understand a situation, perceive an organisation and respond to a message. A writer who chooses words only because they are grammatically correct may overlook the feelings or assumptions those words create. 

Think about the difference between “cheap” and “affordable”. Both can refer to a product that does not cost much, but they do not always create the same impression. “Cheap” can suggest a bargain, but it can also imply poor quality. “Affordable” usually places more emphasis on accessibility. Neither word is automatically better. If a writer is comparing actual prices, specific figures may be more useful than either adjective. The right choice depends on what the writer wants readers to understand. 

The same issue appears in professional communication. Words such as “restructuring”, “downsizing”, “dismissal” and “redundancy” may relate to changes in employment, but they do not have identical meanings or implications. Choosing one term over another can affect whether a message sounds precise, reassuring, evasive or alarming. 

A useful habit is to pause before choosing an important word and ask three questions. What does it mean in this context? What impression might it create? Does that impression support the message, or could it lead readers to a different conclusion? 

Understanding connotations does not mean avoiding every word that might upset someone. Sometimes direct language is necessary, particularly when discussing mistakes, risks or responsibility. The aim is to choose words deliberately, so that the message is accurate and appropriate rather than unintentionally misleading or offensive.

You faham, I faham, we all faham?
English is used in many different parts of the world, and it does not sound or work exactly the same everywhere. Vocabulary, spelling, expressions and communication habits can vary between communities. These differences are a normal part of how languages develop and are used. 

In Malaysia, English exists alongside Bahasa Melayu, Mandarin, Tamil and many other languages. People may draw on different linguistic influences depending on the situation, the people they are speaking to and the purpose of the conversation. Some expressions are widely understood locally but may confuse readers elsewhere. Others may seem straightforward to one group while carrying an unexpected meaning for another. 

For communications students, this means thinking carefully about who will read their work. A campaign aimed at Malaysian audiences might use familiar local expressions or cultural references to make the message feel more relatable. The same campaign might need different wording for an international audience that does not share the same background knowledge. 

Take the expression “Can or not?” In a casual conversation with someone familiar with the expression, it can sound natural and efficient. In a formal international business proposal, however, “Would this be possible?” or “Can this be arranged?” might be a better fit. 

The point is not that one expression is always right and the other is always wrong. It is that language needs to suit the situation. Writers who understand local usage can make more thoughtful decisions about when to retain a familiar expression and when to adapt it. 

A fun example is GSCinemas Malaysia’s social media campaign during the reopening of cinemas in July 2020. In response to customers’ questions about social-distancing rules, the cinema chain used the cheeky phrase “HELLO. CANNOT” alongside familiar Malaysian English expressions such as “cannot sit together meh?” and “can sit together ah?”. The campaign turned everyday local expressions into humorous brand communication while addressing a practical concern. According to Marketing-Interactive, the post received more than 48,000 likes, 11,000 comments and 27,000 shares at the time of reporting. Executing something like this requires an awareness of cultural context, audience expectations and the connotations of particular words and expressions. 

However, one does not simply slap on a Malaysian phrase and expect it to connect with the audience. One must understand the audience well enough to communicate in a way that feels relevant, respectful and clear. 

Can’t I just AI it?
AI writing tools and grammar checkers can be helpful. They can flag possible errors, suggest alternative wording and help writers spot patterns in their work. For students who are still developing their language skills, these tools can provide useful support during drafting and proofreading. 

However, a suggested correction is not necessarily the best choice. A tool might improve a sentence’s grammar but change its tone, remove a local expression that makes the message relatable or replace a word with one that carries a different connotation. The result may look more polished while becoming less suitable for the intended audience. 

Imagine a student writing a social media caption for a Malaysian audience. An editing tool suggests replacing a familiar local expression with a more formal alternative. The revised version may be grammatically correct, but it might also sound less natural. In another situation, the same tool might identify an unclear sentence in a formal announcement and suggest a useful correction. The writer needs to judge both suggestions in context. 

Automated tools can also miss cultural references, specialised terminology and the differences between formal writing and deliberate stylistic choices. They may produce fluent sentences that contain inaccurate claims or unintended implications. The responsibility for the final message still belongs to the writer. 

A practical approach is to separate grammar checking from editorial review. First, check sentence structure, punctuation and consistency. Then consider whether the wording preserves the intended meaning, suits the audience and carries the right connotations. If a suggested edit changes an important claim, cultural reference or qualification, check it carefully before accepting it. 

That being said, students should be careful not to let these tools do the thinking or writing for them. As students, their job is to develop their own skills, learn how to express ideas clearly and build the confidence to make good writing decisions. If AI does all the work, they may end up with a polished piece of writing without understanding why it works or how to produce something similar on their own. That becomes a problem when they need to write independently in an examination, prepare content at work or explain and defend their choices as communications professionals. There is nothing wrong with using AI as a learning aid, but there is a difference between using it to improve your skills and outsourcing those skills to it. Students should make the first attempt themselves, use feedback and tools to identify areas for improvement, and then review every suggestion critically.  

How leh? I cannot England
So you find yourself lacking in language proficiency? Improving your language skills does not have to mean memorising every grammar rule or avoiding mistakes altogether. In an interview, Kim Nam Joon of BTS famously admitted that he learned English from watching Friends, a popular American 90s sitcom. So what’s my advice? Read that novel. Listen to that song. Watch that show. While you do that, pay attention to how sentences are constructed and how writers choose their words for different audiences. When you come across an unfamiliar expression, look up its meaning and notice how it is used in context. You can also keep a personal language journal, recording useful phrases, their connotations, where they are commonly used and whether they are suitable for formal or informal communication. 

Learning phrases and localised slang comes from listening and observing, too. Pay attention to how people use English in everyday conversations, on Malaysian social media and in different communities.  

Most importantly, practise writing regularly and review your own work before turning to grammar checkers or AI tools. Try revising a paragraph in three ways, using formal language, a conversational tone and wording suited to a specific local audience. Compare the versions and explain why you made each choice. The more you practise making these decisions yourself, the better you will become at using grammar accurately, choosing words thoughtfully and adapting your language to different audiences. 

Mighty is the pen if you know how to wield it
As a Lecturer at IACT College, I often tell my students that they must first understand the box in order to think outside of it. The same applies for taking liberties with language. Creative writing often involves bending grammatical conventions. Advertisements use short fragments to create impact, headlines compress information to attract attention, and social media posts use conversational language to sound approachable. These choices can work well when writers understand the effect they want to achieve. 

The aim is to help students become independent and thoughtful writers. They should know when to consult a style guide, when to question an automated edit, when to seek feedback from their audience and when a local expression needs further explanation. These skills help them balance accuracy, creativity and cultural awareness. 

Writers need grammar skills because grammar helps them control sentence structure, meaning and clarity. But effective communication requires more than grammatical accuracy. Writers also need to understand connotations, recognise local language use and consider how different audiences might interpret the same expression. 

For communications students, this means learning to distinguish an actual error from a deliberate stylistic choice, a word’s literal meaning from its implied associations, and a locally appropriate expression from one that may confuse a wider audience. It also means recognising that language conventions vary and that the best wording depends on the purpose, audience and situation. 

These principles apply across journalism, advertising, public relations, corporate communications and digital content, although the standards differ. Creative writing may allow greater flexibility, while factual reporting, public instructions and important corporate announcements require greater precision. Local expressions can help a message feel familiar and relevant, but they should not introduce confusion or misrepresent a community. AI tools can assist with editing, but they cannot take responsibility for the final message. 

TL;DR: Grammar gives writers control over language, while an understanding of connotation and localisation helps them use that control wisely. Writers who develop these skills can make deliberate choices, explain their decisions and recognise when their work needs improvement.