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The Use of Translation and Editing Tools

Image of a digital translation tool, featuring a sleek laptop with an advanced digital interface. The interface should include icons representing translation (e.g., globe, language symbols) and editing tools (e.g., pencil, text).Digital tools that offer translation and editorial assistance are widely used by students to support their academic work. These tools include both long-established applications (e.g., Microsoft Word’s proofing functions, Google Translate, Grammarly) and newer generative AI platforms (e.g., ChatGPT, Copilot).

This guide will help you understand how to use these tools responsibly in the context of academic integrity. 

When is it OK to use these tools?

Acceptable use of translation and editing tools will vary across disciplines, subjects and assessment tasks. Your instructor may set specific rules in particular assessments, but it is your responsibility to check assessment guidelines and relevant policies, and to understand what is expected of you. If you are in any doubt about the tools you may use, or the extent to which you may use them, please email your instructor before submitting your assignment. 

If use is permitted, you must acknowledge any translation, editing or proofreading tools you have used. Ask your course instructor how you should disclose your use. Examples of disclosure statements are provided below. 

Understanding the types of tools available

Some tools are built for specific functions, such as language translation. Others are multi-functional and offer a range of features from grammar checking to content generation. Understanding the core purpose of the tool you are using is important for determining its appropriate use. 

These tools are designed primarily to convert text from one language to another. Examples include: 

  • Google Translate 
  • DeepL 
  • Microsoft Translator 

These applications are optimized for accuracy, speed, and language-specific nuances. They are typically used when you need to understand or present content across languages. 

Example disclosure statement: 

“For the translation of content, Google Translate (accessed Month Year) was used. I reviewed and adjusted the translations to ensure accuracy and contextual relevance.” 

Examples of editing and generative assistance tools include: 

  • Grammarly 
  • Microsoft Word Editor 
  • ChatGPT 
  • Copilot 

Editing and writing enhancement tools provide support in a variety of ways, such as: 

  1. Grammar and spelling correction 
  2. Improving readability 
  3. Rewording or summarizing text 
  4. Adjusting tone or style (e.g., making a paragraph sound more academic) 

These tools can easily cross the line into academic dishonesty. Depending on what’s permitted in your course, uses 2-4 could be considered academic dishonesty. Always confirm what uses are permissible with your instructor. 

Example disclosure statement: 

“This paper was reviewed, edited, and refined with the assistance of Grammarly (Version as of Month Year), complementing the human editorial process.”

Some tools, particularly generative AI platforms, serve both editing and translation functions. For example, ChatGPT can: 

  • Translate text 
  • Rewrite sentences 
  • Suggest citations 
  • Generate summaries 

When using a tool with overlapping capabilities: 

  • Confirm whether this use is permitted in your course 
  • Identify the function you are using it for (e.g., translating vs. paraphrasing) 
  • Include the tool name and date it was used (month, year) 

Translation, editing tools and academic integrity 

Academic integrity requires that your work reflects your own ideas and learning. These tools may impact: 

  • Idea creation: Tools may inadvertently change what you’re trying to say. They can distort meaning or alter how you represent your sources. 
  • Language mastery: In some courses, expressing yourself clearly is a learning goal. Heavy reliance on editing tools can reduce your opportunity to grow these skills or give you an unfair advantage over other students who have not used these tools. 
  • Risk of misconduct: Using these tools without proper disclosure may be seen as plagiarism or inappropriate collaboration. The outputs of these tools may be more likely to be flagged as artificial intelligence writing, and your instructor may ask you to explain or discuss your work as part of the suspected academic misconduct process. If you are unable to provide an explanation, you could be charged under the Academic Integrity Policy. 

When in doubt

  • Check the assignment instructions for guidance. 
  • Ask your instructor about acceptable tool use in writing. 
  • Always disclose the tools you use and how you used them. 

References

Abubakari, M. S. (2025). Overviewing the Maze of Research Integrity and False Positives Within AI-Enabled Detectors: Grammarly Dilemma in Academic Writing. In Impacts of Generative AI on the Future of Research and Education (pp. 335-366). IGI Global. 

Office of Academic Integrity. Question Guide for Suspected Academic Misconduct. McMaster University.

McMaster University. Academic Integrity Policy. University Secretariat, McMaster University.