Writing aims to create a dialogue with the audience and provide information to benefit them. A writer shapes their text with that particular audience in mind, making reading and writing a shared activity. But can a writer achieve this goal in the academic setting? McQuillan (2021) contended that “it is essential not only to present ideas, facts, and conclusions but also to provide a point of view or a stance” (p. 21). Here, I explore ways students can incorporate their voices while maintaining academic integrity within their writing.

Write How You Know

Academic papers can become more authentic by incorporating a student’s voice instead of writing in the superfluous way they think others want to read. Using words not in their natural vernacular not only omits a student’s voice, but it also limits their credibility. In their effort to sound smart, the student often misuses a word or writes in a way they can’t explain. I encourage you to approach an academic assignment the way you would, using only familiar words. You always sound smarter when you sound like you know what you’re talking about! You don’t need to use unnecessary jargon or overly complex sentences to communicate complex ideas. Your goal should be to make your writing accessible and engaging to the target audience.

Use First or Second Person When Appropriate

Another way you can incorporate your voice is by using the first person “I.” Despite what many believe, omitting the first and second person in academic writing is NOT an APA-Style dictated rule. Hyland (2002) explained that the first person pronoun is a way for writers to share their thoughts on specific issues, which adds to the writer’s believability. Having said that, statements like “I believe” or “I think” are unnecessary to a student’s writing because they don’t add any meaning to the message. Of course, the reader knows you think what you just wrote because they are reading it from you! Statements like these weaken an argument because the phrases have no certainty.  (For more information about using first and second person, please see this past blog post: “To Use ‘I’ or Not to Use ‘I.’” 

However, when determining if the use of the first or second person is appropriate, students should remember that the discipline they are writing for dictates the level of authorial presence and reader engagement their writing should have. The first-person pronoun “we” is tricky to use in academic writing. Its benefit is that it inserts a shared connection between the reader and writer. However, it also assumes that the audience will take what you said at face value. As a consequence, it invites more reader objections. Here is another helpful past blog that discussed the issue with “we”. 

The second person pronoun is rarely used in the academic setting, so we suggest referring to the instructor’s guidelines. Even if an assignment specifies you cannot use the first- or second-person, you can still direct your audience (e.g., “See Table 1” or “Proponents must consider…”) or ask them engaging questions (e.g., “One might ask…” or “Is it necessary to…”). The key is to keep your audience in mind.

Pay Attention to Narrative Citations

“According to” is a common way to start a narrative citation, but it offers little language variety or flow and can get repetitive. Instead, writers can replace “according to” with adverbs to describe their thoughts on what the subject says. For example, what does the student mean that a source “narrowly claimed” a theory? Do they agree or disagree with what the source said? How would a paraphrase change if the student summarized a source using the phrase “The author rightfully stated” the theory? These adverbs provide a specific tone throughout the essay. 

Reporting verbs can also indicate your position toward the information a source provides. For example, when saying a source “argued,” this might indicate a clear position but acknowledges potential controversy. It implies you don’t believe the author’s claim. However, if you say the source “revealed” a theory, you identify a new view the source is taking on the subject.

When you paraphrase, you want the reader to understand that the thought came from your source, not from you, but you still want to say it in your way. Placing the attribution of a source at the beginning instead of at the end of a paraphrase will help remind the reader whose voice they are hearing. Paraphrasing shows you understand the material and allows room to develop your own argument. Writing tutor Travis Murphy discussed more on properly paraphrasing in his blog here. 

Incorporating your voice into academic writing is an ongoing process that evolves with practice and experience. By understanding the importance of voice, knowing your audience, and blending personal insight with scholarly rigor, you can make your academic writing informative, engaging, and uniquely yours.

References

Hyland, K. (2002). Authority and invisibility: Authorial identity in academic writing. Journal of Pragmatics, 34, 1091–1112.

McQuillan, D. (Ed.) (2021). Finding your voice in academic writing. Peer-led Student Handbook Series, Handbook 3. Technological University Dublin. https://doi.org/10.21427/cec0-7f43