English learning plays an important role in the curricula of Macau schools and writing is one of the important types of training students receive. The differences between Chinese and English may cause difficulties in Macau students' English writing. There are many structural differences between Chinese and English. One obvious difference is that Chinese is a topic-prominent language, while English is a subject-prominent language. According to Yip's (1995) framework, there are at least six topic-prominent features. The differences in passives, there be-structure and the 'dummy' subject it between Chinese and English may result in some 'Chinese-like’ sentence structures in the students’ English writing. The aim of this thesis is to study one possible difficulty Macau students may encounter in their English writing: topic-prominent features which make Chinese and English different and influence the grammaticality of their English writing. The thesis focuses on the grammatical implication of these topic-prominent features. It explores how often the misuse of some grammar structures in the Macau students’ writing might derive from these features of Chinese. It also examines among the topic-prominent features studied in this research, which ones appear most frequently in the Macau students’ writing samples. The writing samples of two groups of writers, namely Macau students and the internet writers coming from countries where English is the first language, are studied in this research. The study of the Macau students’ writing samples examines the rate of errors and which topic-prominent features appear most frequently in their writing. In order to find out whether the Macau students tend to avoid the structures which are different in a topic-prominent language and a subject-prominent language, their writing samples are also compared with those written by the internet writers. The results show that the topic-prominent features in the use of there-be structure, the 'dummy’ subject it and passive voice appear most frequently in the Macau students’ writing samples. The comparative study of the writing samples of the two groups of writers shows that the Macau students tend to avoid using the 'dummy' subject it. The results also show that the difference between topic-prominent and subject-prominent languages is one possible reason that makes subject-prominence in English difficult for the Macau students. Finally, the researcher suggests that examining how these differences influence language learning is worth studying so as to help students improve their writing.