Many EAL (English as an Additional Language) scholars enlist text mediators’ support when faced with the challenges of writing for international publication. However, the contributions these individuals are able to make in improving scientific manuscripts remains unclear, especially when language professionals such as English teachers do this work. In this article, we explore this topic by examining how three mediators employed their very different expertise and brought different processes to bear on the same discussion section of a medical manuscript written by a novice scholar in China. We find that successfully mediated texts are often the result of an interplay between the mediator’s expertise and the relationship between the participants. Our findings contradict those of previous studies that question the role of English teachers in this process and have the potential to inform both text mediation practices and revision studies.
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