can you use 2nd person in research paper

We Vs. They: Using the First & Third Person in Research Papers

Writing in the first , second , or third person is referred to as the author’s point of view . When we write, our tendency is to personalize the text by writing in the first person . That is, we use pronouns such as “I” and “we”. This is acceptable when writing personal information, a journal, or a book. However, it is not common in academic writing.

Some writers find the use of first , second , or third person point of view a bit confusing while writing research papers. Since second person is avoided while writing in academic or scientific papers, the main confusion remains within first or third person.

In the following sections, we will discuss the usage and examples of the first , second , and third person point of view.

First Person Pronouns

The first person point of view simply means that we use the pronouns that refer to ourselves in the text. These are as follows:

Can we use I or We In the Scientific Paper?

Using these, we present the information based on what “we” found. In science and mathematics, this point of view is rarely used. It is often considered to be somewhat self-serving and arrogant . It is important to remember that when writing your research results, the focus of the communication is the research and not the persons who conducted the research. When you want to persuade the reader, it is best to avoid personal pronouns in academic writing even when it is personal opinion from the authors of the study. In addition to sounding somewhat arrogant, the strength of your findings might be underestimated.

For example:

Based on my results, I concluded that A and B did not equal to C.

In this example, the entire meaning of the research could be misconstrued. The results discussed are not those of the author ; they are generated from the experiment. To refer to the results in this context is incorrect and should be avoided. To make it more appropriate, the above sentence can be revised as follows:

Based on the results of the assay, A and B did not equal to C.

Second Person Pronouns

The second person point of view uses pronouns that refer to the reader. These are as follows:

This point of view is usually used in the context of providing instructions or advice , such as in “how to” manuals or recipe books. The reason behind using the second person is to engage the reader.

You will want to buy a turkey that is large enough to feed your extended family. Before cooking it, you must wash it first thoroughly with cold water.

Although this is a good technique for giving instructions, it is not appropriate in academic or scientific writing.

Third Person Pronouns

The third person point of view uses both proper nouns, such as a person’s name, and pronouns that refer to individuals or groups (e.g., doctors, researchers) but not directly to the reader. The ones that refer to individuals are as follows:

• Hers (possessive form)
• His (possessive form)
• Its (possessive form)
• One’s (possessive form)

The third person point of view that refers to groups include the following:

• Their (possessive form)
• Theirs (plural possessive form)

Everyone at the convention was interested in what Dr. Johnson presented. The instructors decided that the students should help pay for lab supplies. The researchers determined that there was not enough sample material to conduct the assay.

The third person point of view is generally used in scientific papers but, at times, the format can be difficult. We use indefinite pronouns to refer back to the subject but must avoid using masculine or feminine terminology. For example:

A researcher must ensure that he has enough material for his experiment. The nurse must ensure that she has a large enough blood sample for her assay.

Many authors attempt to resolve this issue by using “he or she” or “him or her,” but this gets cumbersome and too many of these can distract the reader. For example:

A researcher must ensure that he or she has enough material for his or her experiment. The nurse must ensure that he or she has a large enough blood sample for his or her assay.

These issues can easily be resolved by making the subjects plural as follows:

Researchers must ensure that they have enough material for their experiment. Nurses must ensure that they have large enough blood samples for their assay.

Exceptions to the Rules

As mentioned earlier, the third person is generally used in scientific writing, but the rules are not quite as stringent anymore. It is now acceptable to use both the first and third person pronouns  in some contexts, but this is still under controversy.  

In a February 2011 blog on Eloquent Science , Professor David M. Schultz presented several opinions on whether the author viewpoints differed. However, there appeared to be no consensus. Some believed that the old rules should stand to avoid subjectivity, while others believed that if the facts were valid, it didn’t matter which point of view was used.

First or Third Person: What Do The Journals Say

In general, it is acceptable in to use the first person point of view in abstracts, introductions, discussions, and conclusions, in some journals. Even then, avoid using “I” in these sections. Instead, use “we” to refer to the group of researchers that were part of the study. The third person point of view is used for writing methods and results sections. Consistency is the key and switching from one point of view to another within sections of a manuscript can be distracting and is discouraged. It is best to always check your author guidelines for that particular journal. Once that is done, make sure your manuscript is free from the above-mentioned or any other grammatical error.

You are the only researcher involved in your thesis project. You want to avoid using the first person point of view throughout, but there are no other researchers on the project so the pronoun “we” would not be appropriate. What do you do and why? Please let us know your thoughts in the comments section below.

I am writing the history of an engineering company for which I worked. How do I relate a significant incident that involved me?

Hi Roger, Thank you for your question. If you are narrating the history for the company that you worked at, you would have to refer to it from an employee’s perspective (third person). If you are writing the history as an account of your experiences with the company (including the significant incident), you could refer to yourself as ”I” or ”My.” (first person) You could go through other articles related to language and grammar on Enago Academy’s website https://enago.com/academy/ to help you with your document drafting. Did you get a chance to install our free Mobile App? https://www.enago.com/academy/mobile-app/ . Make sure you subscribe to our weekly newsletter: https://www.enago.com/academy/subscribe-now/ .

Good day , i am writing a research paper and m y setting is a company . is it ethical to put the name of the company in the research paper . i the management has allowed me to conduct my research in thir company .

thanks docarlene diaz

Generally authors do not mention the names of the organization separately within the research paper. The name of the educational institution the researcher or the PhD student is working in needs to be mentioned along with the name in the list of authors. However, if the research has been carried out in a company, it might not be mandatory to mention the name after the name in the list of authors. You can check with the author guidelines of your target journal and if needed confirm with the editor of the journal. Also check with the mangement of the company whether they want the name of the company to be mentioned in the research paper.

Finishing up my dissertation the information is clear and concise.

How to write the right first person pronoun if there is a single researcher? Thanks

Rate this article Cancel Reply

Your email address will not be published.

Enago Academy's Most Popular Articles

Sign-up to read more

Subscribe for free to get unrestricted access to all our resources on research writing and academic publishing including:

• 2000+ blog articles
• 50+ Webinars
• 10+ Expert podcasts
• 50+ Infographics
• 10+ Checklists
• Research Guides

We hate spam too. We promise to protect your privacy and never spam you.

• Reporting Research
• Industry News
• Publishing Research
• AI in Academia
• Promoting Research
• Career Corner
• Diversity and Inclusion
• Infographics
• Expert Video Library
• Other Resources
• Enago Learn
• Upcoming & On-Demand Webinars
• Peer Review Week 2024
• Open Access Week 2023
• Conference Videos
• Enago Report
• Journal Finder
• Enago Plagiarism & AI Grammar Check
• Editing Services
• Publication Support Services
• Research Impact
• Translation Services
• Publication solutions
• AI-Based Solutions
• Thought Leadership
• Call for Articles
• Call for Speakers
• Author Training
• Edit Profile

I am looking for Editing/ Proofreading services for my manuscript Tentative date of next journal submission:

In your opinion, what is the most effective way to improve integrity in the peer review process?

• Admissions Essays
• Books and Manuscripts
• Business Proofreading and Editing
• Dissertations
• Editing Tools
• Personal Statements
• Professional Writing
• Proofreading and Editing
• Thesis Proposals
• Uncategorized
• Working From Home
• Writing Fiction
• Writing Guides

Should I Use First, Second, or Third Person?

Get 400 words proofread and edited for free

 A Definitive Guide to Using Perspective in Academic, Business, and Fiction

Is it OK to use first person (I/my/we/our) in a research paper or job application ? Is all formal writing done in third person (he/she/they/one)? Why does the teacher keep crossing out second person (you/your) in student essays?

The issue here is perspective. First person is direct and personal. Second person is aimed at the audience, as in advertising (“You should buy this car now!”), or is quite informal, as in e-mails to a friend (“So, you know how it is when you don’t have any money?”). Third person doesn’t target anyone, and so it’s the most distant and universal.

It’s pretty easy to avoid second person in formal writing, so the main source of confusion comes from whether to use first or third person.

Get a free sample proofread and edit for your document. Two professional proofreaders will proofread and edit your document.

 Academic Writing

The battle between first and third, at least in academia, stems from the tradition to favor third person in formal writing because it was considered more modest, professional, and (above all) objective. Scientists thought it was better to favor the research, not the researcher, so “I conducted a study on” was changed to “the researcher conducted a study on.”

This business of having to use third person, however, can result in imprecise language and, worse, ambiguity. Most academic styles now recommend first person, with APA leading the way.

Take the following:

“A study was conducted on animals. The researchers utilized a longitudinal study. This paper will examine the mating habits of the fennec fox.”

What at first seems like a nice formal start to a paper is actually quite ambiguous. Regarding the first sentence: what study? Conducted by whom? This passive voice is too imprecise.

The second sentence uses third person, but if your paper is talking about other studies and sources, then you might confuse your reader. Is this your term you’re talking about, or one of the past researchers?

For these reasons and more, first person is now more often being recommended. Of the “big three” (APA, Chicago, MLA) style guides, APA urges first person. The Chicago Manual of Style is also in favor and says under 5.220 (16th ed.), “When you need the first-person singular, use it. It’s not immodest to use it; it’s superstitious not to.”

MLA (used for the humanities) has skirted the issue, but seems to prefer the formality of third person. It doesn’t like self-aware statements like, “I am going to say in this paper…” However, as long as the instructor or client does not mind, MLA finds first person acceptable when necessary.

 Fiction

The question of what perspective to use in a story or novel is a personal one. There are no rules. Generally, writers are recommended to use third person when they’re just starting out because it’s a bit easier to get right. With third person, you can write in a detached, generic way, and when you write fiction in first person, it’s exceedingly real and present. Everyone has a different (and distinct) personality, and that personality leaps out when you write in first. In first person, little mistakes and breaks in personality really stand out for the reader.

It is not accepted in mainstream fiction to mix first person and third person .

Don’t write fiction in second person. Please.

 Autobiographies/Nonfiction

Use first person for such situations as autobiographies (unless you’re Donald Trump), but for most non-fiction work, it’s best to stay detached. Use third person.

 Journalism

AP style for journalism and marketing is strict about not using first person to refer to oneself. Stick to third, try to avoid pronouns, and reserve first person for direct quotes in interviews.

 Resumes

Don’t refer to yourself in the third person in resumes. Just as in life (unless you’re Trump) you wouldn’t say, “John develops synergistic platitudes,” when you’re John. In a resume, just assume the first person is understood. Under current job duties, say “Develop synergetic programs,” not “Develops.”

With business, there are no hard and fast rules. Gear your writing to your purpose and what level of formality you think is appropriate. Perspective can increase and decrease that level. For example, look at this formal sentence:

“Microsoft is looking to expand into new areas. It aims to attract talented new people.”

Formally, organizations use “it,” not “they” or “we.”

However, some people might say that looks too stiff, so look at this more easy-going and personal version:

“Microsoft is looking to expand into new areas. We are looking to attract talented new people.”

Second person can also be useful in business writing, especially when giving orders or advice:

“Microsoft is looking to expand into new areas. Be sure to attract talented new people.”

Just remember that choosing your person-perspective has real consequences. Be careful, and good luck.

 Nick S .

Get a Free Sample

We will get your free sample back in three to six hours!

We proofread documents 24/7 Support 888-833-8385

Customer Service

Get in touch.

ProofreadingPal LLC 105 Iowa Ave., Ste. 214 Iowa City, IA 52240

Call Us 888-833-8385

Live Customer Support Hours Sun.-Thurs. 8 a.m. to midnight CT and Fri.-Sat. 8 a.m. to 6 p.m. CT

Submit Documents 24/7

© 2010 - 2020 ProofreadingPal LLC - All Rights Reserved.

The Vocative Comma Is Important, People!  ·  September 25, 2022

8 Tips to Make Your Writing Sound More Formal  ·  August 29, 2022

Worlde Tips and Tricks  ·  March 10, 2022

Worlde Tips and Tricks  ·  February 25, 2022

Top 4 Misspelled Words  ·  November 5, 2021

How to Capitalize Medicine  ·  October 1, 2021

How to Capitalize Medicine  ·  August 18, 2021

4 Fixes for Comment Boxes in MS Word  ·  January 17, 2021

How to Avoid Wordiness  ·  July 15, 2020

Write an Effective Blog Post  ·  June 9, 2020

Proofreading Services Rates  ·  April 19, 2020

How to Make Your Writing More Inclusive  ·  March 5, 2020

How to Make Your Writing More Inclusive  ·  February 27, 2020

Guide to Olde English  ·  December 27, 2019

Guide to Olde English  ·  December 26, 2019

Common Apostrophe Errors  ·  December 19, 2019

Guide to Olde English  ·  December 18, 2019

Capitalization in APA, Chicago, MLA, and AP  ·  August 27, 2019

Avoiding Common Capitalization Errors  ·  July 31, 2019

Generate accurate APA citations for free

• Knowledge Base
• APA Style 7th edition
• Writing in APA Style: Language guidelines

APA Writing Style | Language & Punctuation Guidelines

Published on January 3, 2022 by Jack Caulfield . Revised on October 3, 2023.

The American Psychological Association (APA) published the 7th edition of its style manual in 2019. As well as rules for citation and paper formatting, the manual provides various language guidelines to help you present your ideas in a clear, concise, and inclusive manner.

Key issues include active vs. passive voice, use of pronouns, anthropomorphism, inclusive language, punctuation, abbreviations and acronyms, and numbers.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Active vs. passive voice, personal pronouns, anthropomorphism, inclusive language, punctuation, abbreviations and acronyms, numbers: words vs. numerals, hyphenation of prefixes and suffixes, other style issues, frequently asked questions about apa language guidelines.

The passive voice , which places the focus on the object of an action rather than on who or what is carrying it out (the agent ), is often overused in academic writing. It can be long-winded, and it sometimes obscures your meaning if you don’t specify the agent.

• The test was completed. [passive voice, agent unclear]
• The test was completed by the participants. [passive voice, long-winded]
• The participants completed the test. [active voice]

APA therefore recommends using the active voice by default. However, that doesn’t mean you can never use the passive voice. When it’s unimportant who carried out a particular action, the passive voice is a better choice.

• James and I mounted the projector on the wall.
• The projector was mounted on the wall.

Prevent plagiarism. Run a free check.

Appropriate use of personal pronouns is key to maintaining an academic tone in your writing.

First-person pronouns (I, we) should be used when referring to your own actions and thoughts. Don’t refer to yourself in the third person.

• The researcher(s) administered the test.
• I/we administered the test.

However, avoid the editorial “we,” which involves using “we” to make a generalization about the world or about a group of people.

• We are social creatures.
• Humans are social creatures.

Second-person pronouns (you) should be avoided entirely unless you’re quoting someone else. If you need to make a generalization, use the impersonal pronoun “one” instead, or (usually the better option) rephrase.

• As a teacher, you should be patient with your students.
• As a teacher, one should be patient with one’s students.
• Teachers should be patient with their students.

Use the third-person pronoun “they” to refer to an individual who uses “they” as their chosen pronoun. Also use “they,” not “he or she,” to refer to a generic individual whose gender is unknown or irrelevant in the context.

• When a student agrees to participate, he or she is provided with the necessary materials.
• When a student agrees to participate, they are provided with the necessary materials.
• When students agree to participate, they are provided with the necessary materials.

Anthropomorphism means attributing actions to objects that cannot literally take those actions. Avoid doing this where it confuses your meaning, but feel free to do so when your point remains clear.

• The study wondered whether an algorithm could predict student engagement.
• The researcher wondered whether an algorithm could predict student engagement.
• The table presents the algorithm’s predictions and their accuracy.
• The results suggest that software can help schools improve student well-being.

APA also provides guidance on ensuring your language is inclusive and respectful. Some key points are summarized below.

• Replace terms that are unnecessarily gendered or that have sexist connotations with more inclusive alternatives (e.g., change “fireman” to “firefighter”).
• As mentioned above, use “they” to refer to a person who uses “they” as their chosen pronoun and to refer to a generic individual of unknown gender.
• Capitalize “Black” and “White” when used in the racial sense. Don’t use colors to refer to other racial groups. Also capitalize terms like “Native American,” “Hispanic,” “Indigenous,” and “Aboriginal.”
• Don’t hyphenate terms such as “Asian American” or “African American” in any position.
• Generally, avoid using adjectives as nouns to label groups of people. For example, prefer “people living in poverty” over “the poor.” This emphasizes that poverty is a circumstance in people’s lives, not an essential quality of their existence.

Scribbr Citation Checker New

The AI-powered Citation Checker helps you avoid common mistakes such as:

• Missing commas and periods
• Incorrect usage of “et al.”
• Ampersands (&) in narrative citations
• Missing reference entries

Besides following general punctuation rules , pay attention to these points when writing in APA Style.

• Always use a comma after the Latin abbreviations “e.g.” and “i.e.”
• Similarly, use a comma after an introductory phrase , even if it’s only a single word. For example, “Conversely, the results of …”
• For proper hyphenation of words, follow Merriam-Webster or, for psychological terms, the APA Dictionary of Psychology .
• Hyphenate fractions only when they are used as adjectives (e.g., “two thirds of the participants,” but “a two-thirds majority”).
• Always use the serial comma (aka Oxford comma ), which means placing a comma before the “and” preceding the final item in a list of three or more items. For example, “grammar, usage, and style.”
• Use double quotation marks, and place a comma or period following a quote inside the quotation marks .

Proper use of abbreviations and acronyms is important, since they help keep your writing concise but can be confusing if used inconsistently or without proper explanation.

• Define an acronym when you first mention it, and use it consistently after that point. You don’t need to define very well-known acronyms like “TV” and “DNA” or abbreviations for standard units of measurement (e.g., “min” for “minute”).
• Redefine an abbreviation in each figure and table in which it appears. The purpose of defining abbreviations in the table or figure is that if other authors reuse the work in a future paper, then the definitions of the terms will be attached.
• Avoid using an acronym in your paper title, except in cases where the acronym is used more commonly than the full term (e.g., “DNA” or “HIV”). You can use acronyms in headings only if they are similarly common or have been defined in the text before that heading.
• It’s fine to begin a sentence with an acronym or abbreviation. However, never begin a sentence with a lowercase abbreviation or a standalone symbol.
• Use periods in the terms “U.S.” and “U.K.” only when they are used as adjectives, not when they are used as nouns. Do not use periods in abbreviations of state, province, or territory names (e.g., “NY”).
• Use the Latin abbreviations “e.g.,” “i.e.,” and “etc.” only in parentheses or within bullet-point lists. APA considers them too informal for the main text.

As a general rule, spell out numbers for zero through nine and use numerals for 10 and above . However, note the following exceptions.

Always use numerals:

• When a number directly precedes a unit of measurement (e.g., 5 cm)
• When referring to statistics, equations, fractions, decimals, percentages, or ratios
• When a number represents time, dates, ages, scores, points on a scale, exact sums of money, or numerals as numerals (but use words for approximations of numbers of days, weeks, months, or years)
• When referring to a specific place in a numbered series
• In the abstract of a paper (this allows you to save space in the character limit)

Always use words:

• For any number that begins a sentence, title or heading (but where possible, rephrase to avoid the issue)
• For common fractions (e.g., “one fifth”)
• For universally accepted usage (e.g., “Twelve Apostles,” “Five Pillars of Islam”)

Use a combination of numerals and words to express back-to-back modifiers (e.g. “2 two-way interactions” or “ten 7-point scales”). In such situations, a combination of numerals and words increases the clarity and readability of the phrase.

Note that when referring to a numbered element of your text, you should use a numeral and capitalize the word preceding it (e.g., “Chapter 2,” “Table 4”).

Prefixes and suffixes are added to words to alter their meaning—prefixes to the start of the word, suffixes to the end. For example, by adding the prefix “post-” to the adjective “natal,” you get another adjective, “postnatal.”

It’s often not clear whether such terms should be hyphenated or written as one solid word. APA helpfully provides a list of prefixes and suffixes that don’t require hyphenation according to their guidelines.

But do hyphenate:

• The prefix “self-” (e.g., “self-deprecating”)
• The word “quasi-experimental”
• Prefixes that end with “a,” “i,” or “o” when the following word starts with the same letter (e.g., “meta-analysis,” “anti-intellectual”)
• When attaching to a number, abbreviation, or capitalized word (e.g., “pre-1914,” “post-Napoleonic”)
• To avoid ambiguity (e.g., “re-form” to mean “form again” as opposed to the usual meaning of “reform”)

APA’s guidelines are extensive. Read more about other style issues not covered in this article by following the links below:

• APA Style citation
• Paper formatting and layout
• Headings and subheadings
• Tables and figures
• Reporting statistics
• Block quoting

Yes, APA language guidelines encourage you to use the first-person pronouns “I” or “we” when referring to yourself or a group including yourself in your writing.

In APA Style, you should not refer to yourself in the third person. For example, do not refer to yourself as “the researcher” or “the author” but simply as “I” or “me.” Referring to yourself in the third person is still common practice in some academic fields, but APA Style rejects this convention.

Yes, it’s perfectly valid to write sentences in the passive voice . The APA language guidelines do caution against overusing the passive voice, because it can obscure your meaning or be needlessly long-winded. For this reason, default to the active voice in most cases.

The passive voice is most useful when the point of the sentence is just to state what was done, not to emphasize who did it. For example, “The projector was mounted on the wall” is better than “James and I mounted the projector on the wall” if it’s not particularly important who mounted the projector.

Yes, APA language guidelines state that you should always use the serial comma (aka Oxford comma ) in your writing.

This means including a comma before the word “and” at the end of a list of three or more items: “spelling, grammar, and punctuation.” Doing this consistently tends to make your lists less ambiguous.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2023, October 03). APA Writing Style | Language & Punctuation Guidelines. Scribbr. Retrieved August 26, 2024, from https://www.scribbr.com/apa-style/apa-language-guidelines/

Is this article helpful?

Jack Caulfield

Other students also liked, apa format for academic papers and essays, apa headings and subheadings, reporting statistics in apa style | guidelines & examples, get unlimited documents corrected.

✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

• Link to facebook
• Link to linkedin
• Link to twitter
• Link to youtube
• Writing Tips

Can You Use I or We in a Research Paper?

4-minute read

• 11th July 2023

Writing in the first person, or using I and we pronouns, has traditionally been frowned upon in academic writing . But despite this long-standing norm, writing in the first person isn’t actually prohibited. In fact, it’s becoming more acceptable – even in research papers.

 If you’re wondering whether you can use I (or we ) in your research paper, you should check with your institution first and foremost. Many schools have rules regarding first-person use. If it’s up to you, though, we still recommend some guidelines. Check out our tips below!

When Is It Most Acceptable to Write in the First Person?

Certain sections of your paper are more conducive to writing in the first person. Typically, the first person makes sense in the abstract, introduction, discussion, and conclusion sections. You should still limit your use of I and we , though, or your essay may start to sound like a personal narrative .

 Using first-person pronouns is most useful and acceptable in the following circumstances.

When doing so removes the passive voice and adds flow

Sometimes, writers have to bend over backward just to avoid using the first person, often producing clunky sentences and a lot of passive voice constructions. The first person can remedy this. For example: 

Both sentences are fine, but the second one flows better and is easier to read.

When doing so differentiates between your research and other literature

When discussing literature from other researchers and authors, you might be comparing it with your own findings or hypotheses . Using the first person can help clarify that you are engaging in such a comparison. For example: 

 In the first sentence, using “the author” to avoid the first person creates ambiguity. The second sentence prevents misinterpretation.

When doing so allows you to express your interest in the subject

In some instances, you may need to provide background for why you’re researching your topic. This information may include your personal interest in or experience with the subject, both of which are easier to express using first-person pronouns. For example:

Expressing personal experiences and viewpoints isn’t always a good idea in research papers. When it’s appropriate to do so, though, just make sure you don’t overuse the first person.

When to Avoid Writing in the First Person

It’s usually a good idea to stick to the third person in the methods and results sections of your research paper. Additionally, be careful not to use the first person when:

Find this useful?

Subscribe to our newsletter and get writing tips from our editors straight to your inbox.

●  It makes your findings seem like personal observations rather than factual results.

●  It removes objectivity and implies that the writing may be biased .

●  It appears in phrases such as I think or I believe , which can weaken your writing.

Keeping Your Writing Formal and Objective

Using the first person while maintaining a formal tone can be tricky, but keeping a few tips in mind can help you strike a balance. The important thing is to make sure the tone isn’t too conversational.

 To achieve this, avoid referring to the readers, such as with the second-person you . Use we and us only when referring to yourself and the other authors/researchers involved in the paper, not the audience.

It’s becoming more acceptable in the academic world to use first-person pronouns such as we and I in research papers. But make sure you check with your instructor or institution first because they may have strict rules regarding this practice.

 If you do decide to use the first person, make sure you do so effectively by following the tips we’ve laid out in this guide. And once you’ve written a draft, send us a copy! Our expert proofreaders and editors will be happy to check your grammar, spelling, word choice, references, tone, and more. Submit a 500-word sample today!

Is it ever acceptable to use I or we in a research paper?

In some instances, using first-person pronouns can help you to establish credibility, add clarity, and make the writing easier to read.

How can I avoid using I in my writing?

Writing in the passive voice can help you to avoid using the first person.

Share this article:

Post A New Comment

Got content that needs a quick turnaround? Let us polish your work. Explore our editorial business services.

5-minute read

Free Email Newsletter Template (2024)

Promoting a brand means sharing valuable insights to connect more deeply with your audience, and...

6-minute read

How to Write a Nonprofit Grant Proposal

If you’re seeking funding to support your charitable endeavors as a nonprofit organization, you’ll need...

9-minute read

How to Use Infographics to Boost Your Presentation

Is your content getting noticed? Capturing and maintaining an audience’s attention is a challenge when...

8-minute read

Why Interactive PDFs Are Better for Engagement

Are you looking to enhance engagement and captivate your audience through your professional documents? Interactive...

7-minute read

Seven Key Strategies for Voice Search Optimization

Voice search optimization is rapidly shaping the digital landscape, requiring content professionals to adapt their...

Five Creative Ways to Showcase Your Digital Portfolio

Are you a creative freelancer looking to make a lasting impression on potential clients or...

Make sure your writing is the best it can be with our expert English proofreading and editing.

First-Person Pronouns

Use first-person pronouns in APA Style to describe your work as well as your personal reactions.

• If you are writing a paper by yourself, use the pronoun “I” to refer to yourself.
• If you are writing a paper with coauthors, use the pronoun “we” to refer yourself and your coauthors together.

Referring to yourself in the third person

Do not use the third person to refer to yourself. Writers are often tempted to do this as a way to sound more formal or scholarly; however, it can create ambiguity for readers about whether you or someone else performed an action.

Correct: I explored treatments for social anxiety.

Incorrect: The author explored treatments for social anxiety.

First-person pronouns are covered in the seventh edition APA Style manuals in the Publication Manual Section 4.16 and the Concise Guide Section 2.16

Editorial “we”

Also avoid the editorial “we” to refer to people in general.

Incorrect: We often worry about what other people think of us.

Instead, specify the meaning of “we”—do you mean other people in general, other people of your age, other students, other psychologists, other nurses, or some other group? The previous sentence can be clarified as follows:

Correct: As young adults, we often worry about what other people think of us. I explored my own experience of social anxiety...

When you use the first person to describe your own actions, readers clearly understand when you are writing about your own work and reactions versus those of other researchers.

Using “I” in Academic Writing

Traditionally, some fields have frowned on the use of the first-person singular in an academic essay and others have encouraged that use, and both the frowning and the encouraging persist today—and there are good reasons for both positions (see “Should I”).

I recommend that you not look on the question of using “I” in an academic paper as a matter of a rule to follow, as part of a political agenda (see webb), or even as the need to create a strategy to avoid falling into Scylla-or-Charybdis error. Let the first-person singular be, instead, a tool that you take out when you think it’s needed and that you leave in the toolbox when you think it’s not.

Examples of When “I” May Be Needed

• You are narrating how you made a discovery, and the process of your discovering is important or at the very least entertaining.
• You are describing how you teach something and how your students have responded or respond.
• You disagree with another scholar and want to stress that you are not waving the banner of absolute truth.
• You need “I” for rhetorical effect, to be clear, simple, or direct.

Examples of When “I” Should Be Given a Rest

• It’s off-putting to readers, generally, when “I” appears too often. You may not feel one bit modest, but remember the advice of Benjamin Franklin, still excellent, on the wisdom of preserving the semblance of modesty when your purpose is to convince others.
• You are the author of your paper, so if an opinion is expressed in it, it is usually clear that this opinion is yours. You don’t have to add a phrase like, “I believe” or “it seems to me.”

Works Cited

Franklin, Benjamin. The Autobiography of Benjamin Franklin . Project Gutenberg , 28 Dec. 2006, www.gutenberg.org/app/uploads/sites/3/20203/20203-h/20203-h.htm#I.

“Should I Use “I”?” The Writing Center at UNC—Chapel Hill , writingcenter.unc.edu/handouts/should-i-use-i/.

webb, Christine. “The Use of the First Person in Academic Writing: Objectivity, Language, and Gatekeeping.” ResearchGate , July 1992, doi: 10.1111/j.1365-2648.1992.tb01974.x.

J.S.Beniwal 05 August 2017 AT 09:08 AM

I have borrowed MLA only yesterday, did my MAEnglish in May 2017.MLA is of immense help for scholars.An overview of the book really enlightened​ me.I should have read it at bachelor's degree level.

Your e-mail address will not be published

Dr. Raymond Harter 25 September 2017 AT 02:09 PM

I discourage the use of "I" in essays for undergraduates to reinforce a conversational tone and to "self-recognize" the writer as an authority or at least a thorough researcher. Writing a play is different than an essay with a purpose.

Osayimwense Osa 22 March 2023 AT 05:03 PM

When a student or writer is strongly and passionately interested in his or her stance and argument to persuade his or her audience, the use of personal pronoun srenghtens his or her passion for the subject. This passion should be clear in his/her expression. However, I encourage the use of the first-person, I, sparingly -- only when and where absolutely necessary.

Eleanor 25 March 2023 AT 04:03 PM

I once had a student use the word "eye" when writing about how to use pronouns. Her peers did not catch it. I made comments, but I think she never understood what eye was saying!

Join the Conversation

We invite you to comment on this post and exchange ideas with other site visitors. Comments are moderated and subject to terms of service.

If you have a question for the MLA's editors, submit it to Ask the MLA!

Welcome to the new OASIS website! We have academic skills, library skills, math and statistics support, and writing resources all together in one new home.

• Walden University
• Faculty Portal

Video Transcripts: APA Formatting & Style: Pronouns (Point of View)

• REDIRECT: Video Transcripts
• Academic Paragraphs: Examples of the MEAL Plan
• Academic Paragraphs: Appropriate Use of Explicit Transitions
• Academic Paragraphs: Types of Transitions Part 1: Transitions Between Paragraphs
• Academic Paragraphs: Types of Transitions Part 2: Transitions Within Paragraphs
• Academic Writing for Multilingual Students: Using a Grammar Revision Journal
• Academic Writing for Multilingual Students: Write in a Linear Structure
• Academic Writing for Multilingual Students: Cite All Ideas That Come From Other Sources
• Academic Writing for Multilingual Students: Developing Your Arguments With Evidence and Your Own Analysis
• Academic Writing for Multilingual Students: Follow Faculty Expectations
• Accessing Modules: Registered or Returning Users
• Accessing Modules: Saving a Module Certificate
• Analyzing & Synthesizing Sources: Analysis in Paragraphs
• Analyzing & Synthesizing Sources: Synthesis: Definition and Examples
• Analyzing & Synthesizing Sources: Synthesis in Paragraphs
• APA Formatting & Style: Latin Abbreviations
• APA Formatting & Style: Shortening Citations With et al.
• APA Formatting & Style: Capitalization
• APA Formatting & Style: Numbers

APA Formatting & Style: Pronouns (Point of View)

• APA Formatting & Style: Serial Comma
• APA Formatting & Style: Lists
• APA Formatting & Style: Verb Tense
• Commonly Cited Sources: Finding DOIs for Journal Article Reference Entries
• Commonly Cited Sources: Journal Article With URL
• Commonly Cited Sources: Book Reference Entries
• Commonly Cited Sources: Webpage Reference Entry
• Course Paper Template: A Tour of the Template
• Crash Course in Scholarly Writing
• Crash Course in the Writing Process
• Crash Course in Punctuation for Scholarly Writing
• Engaging Writing: Overview of Tools for Engaging Readers
• Engaging Writing: Tool 1--Syntax
• Engaging Writing: Tool 2--Sentence Structure
• Engaging Writing: Tool 3--Punctuation
• Engaging Writing: Avoiding Wordiness and Redundancy
• Engaging Writing: Avoiding Casual Language
• Engaging Writing: Incorporating Transitions
• Engaging Writing: Examples of Incorporating Transitions
• Grammar for Academic Writers: Advanced Subject–Verb Agreement
• Grammar for Academic Writers: Verb Tense Consistency
• Mastering the Mechanics: Pronoun Tips #1 and #2
• Mastering the Mechanics: Pronoun Tip #3
• Mastering the Mechanics: Pronoun Tip #4
• Mastering the Mechanics: Nouns
• Mastering the Mechanics: Introduction to Verbs
• Mastering the Mechanics: Articles
• Mastering the Mechanics: Modifiers
• Mastering the Mechanics: Proofreading for Grammar
• Mastering the Mechanics: Punctuation as Symbols
• Mastering the Mechanics: Semicolons
• Mastering the Mechanics: Common Verb Errors
• Mastering the Mechanics: Helping Verbs
• Mastering the Mechanics: Past Tense
• Mastering the Mechanics: Present Tense
• Mastering the Mechanics: Future Tense
• Mastering the Mechanics: Apostrophes
• Mastering the Mechanics: Colons
• Mastering the Mechanics: Commas
• Mastering the Mechanics: Periods
• Methods to the Madness: Authors in a Reference Entry
• Methods to the Madness: Publication Date in a Reference Entry
• Methods to the Madness: Title in a Reference Entry
• Methods to the Madness: Publication Information in a Reference List Entry
• Methods to the Madness: Creating a Citation From a Reference Entry
• Methods to the Madness: Why Do Writers Use Citation Styles?
• Methods to the Madness: Why Does Walden Use APA Style?
• Module Preview: Avoiding Passive Plagiarism
• Module Preview: Basic Citation Formatting
• Module Preview: Book Reference Entries
• Module Preview: Essential Components and Purpose of APA Reference Entries
• Module Preview: Basic Citation Frequency
• Module Preview: Journal Article Reference Entries
• Module Preview: Web Page Reference Entries
• Module Preview: Introduction to APA Style
• Module Preview: Avoiding Bias
• Module Preview: Clarifying the Actor
• Module Preview: Emphasis and Specification
• Module Preview: Using and Formatting APA Headings
• Module Preview: Listing the Facts
• Module Preview: Introduction to Paragraph Development
• Module Preview: Transitions Within and Between Paragraphs
• Module Preview: Introduction to Scholarly Writing
• myPASS: Navigating myPASS
• myPASS: Making a Paper Review Appointment
• OLD myPASS: Making an Appointment
• myPASS: Joining a Waiting List
• myPASS: Attaching a File
• myPASS: Attaching a File at a Later Time
• myPASS: Updating an Appointment Form
• myPASS: Download Your Reviewed Paper From the Writing Center
• myPASS: Canceling an Appointment
• Nontraditional Sources: Course Videos
• Nontraditional Sources: Textual Course Materials
• Nontraditional Sources: Citing Yourself
• Nontraditional Sources: Works With the Same Author and Year
• Nontraditional Sources: Secondary Sources
• Nontraditional Sources: Ebooks
• Nontraditional Sources: Chapter in an Edited Book
• Nontraditional Sources: Discussion Board Posts
• Nontraditional Sources: Dissertations or Theses
• Nontraditional Sources: Citing Sources With the Same Author and Year
• Nontraditional Sources: Personal Communications
• Nontraditional Sources: Basic Entry for Nontraditional Sources
• Paper Reviews: Insider Tips for Writing Center Paper Review Appointments
• Paraphrasing Strategies: Comparing Paraphrasing and Quoting
• Paraphrasing Strategies: Paraphrasing Strategies
• Paraphrasing Strategies: Paraphrasing Example
• Paraphrasing Strategies: Paraphrasing Process Demonstration
• Structuring Sentences: Misplaced Modifiers
• Structuring Sentences: Dangling Modifiers
• Structuring Sentences: Types of Sentences
• Structuring Sentences: Simple Sentences
• Structuring Sentences: Compound Sentences
• Structuring Sentences: Complex Sentences
• Structuring Sentences: Combining Sentences
• Common Error: Unclear Subjects
• Structuring Sentences: Common Error--Run-On Sentences
• Structuring Sentences: Common Error--Fragments
• Structuring Sentences: Common Error--Subject–Verb Agreement
• Common Error: Parallel Structure
• Summarizing Sources: Definition and Examples of Summary
• Summarizing Sources: Incorporating Citations Into Summaries
• Template Demonstration: Correcting Common Errors in the Template Table of Contents
• Template Demonstration: Updating the Template List of Tables
• Using & Crediting Sources: Why We Cite: Examples
• Using & Crediting Sources: How We Cite
• Using & Crediting Sources: What We Cite
• Using & Crediting Sources: How Often We Cite Sources
• Using & Crediting Sources: How Often We Cite Sources: Examples
• Using & Crediting Sources: Citing Paraphrases
• Using & Crediting Sources: Citing Quotations
• Using & Crediting Sources: Publication Year Quick Tip
• Using Quotations: Integrating Quotations in the Middle of a Sentence
• Using Quotations: When to Use a Quotation
• Using Quotations: Shortening Quotations With Ellipses
• Using Quotations: How to Cite a Quotation
• Welcome to the Writing Center, Undergraduate Students!
• Writing Center Website Tour
• Website Tour: For Multilingual Students
• Welcome to the Writing Center, Master’s Students!
• Welcome to the Writing Center: Coursework to Capstone: Writing Center Support for Doctoral Students
• Writing Tools: Using a Dictionary for Grammatical Accuracy: Countability, Transitivity, and Collocations
• Applying Feedback to Your Paper: Grammar Feedback
• Applying Feedback to Your Paper: Applying Feedback Principles
• Applying Feedback to Your Paper: Paragraph Feedback
• Applying Feedback to Your Paper: Thesis Statement Feedback
• Applying Feedback to Your Paper: Transition Feedback
• Applying Feedback to Your Paper: Word Choice Feedback
• Prewriting Demonstrations: Mindmapping
• Prewriting Demonstrations: Outlining
• Form and Style: Welcome, Doctoral Capstone Students!
• Faculty Voices: Faculty Introduction: Dr. Darci Harland
• Faculty Voices: Faculty Introduction: Dr. Catherine Kelly
• Faculty Voices: Faculty Introduction: Dr. Allyson Wattley Gee
• Faculty Voices: Faculty Introduction: Dr. Laurel Walsh
• Faculty Voices: Faculty Introduction: Dr. Kim Critchlow
• Faculty Voices: What Is Academic Integrity?
• Faculty Voices: Why Is Academic Integrity Important?
• Faculty Voices: What Causes and Can Prevent Plagiarism? Inexperience Parapharsing
• Faculty Voices: What Causes and Can Prevent Plagiarism? Using Resources
• Faculty Voices: What Causes and Can Prevent Plagiarism? Time Management
• Faculty Voices: What Causes and Can Prevent Plagiarism? Critical Reading Strategies
• Faculty Voices: What Causes and Can Prevent Plagiarism? Insufficient Understanding
• Faculty Voices: How Does Academic Integrity Relate to Students' Professional Lives? With Dr. Allyson Wattley Gee
• Faculty Voices: How Does Academic Integrity Relate to Students' Professional Lives? With Dr. Kim Critchlow
• Faculty Voices: How Does Academic Integrity Relate to Students' Professional Lives? With Dr. Gregory Campbell
• Faculty Voices: How Does Academic Integrity Relate to Students' Professional Lives? With Dr. Catherine Kelly, Dr. Allyson Wattley Gee, and Dr. Kim Critchlow
• Faculty Voices: How Does Academic Integrity Relate to Students' Professional Lives? With Dr. Darci Harland
• Plagiarism Detection & Revision Skills: Plagiarism Examples: Insufficient Citation Frequency
• Plagiarism Detection & Revision Skills: Plagiarism Examples: Insufficient Paraphrasing
• Plagiarism Detection & Revision Skills: Types of Plagiarism: Overt Plagiarism
• Plagiarism Detection & Revision Skills: Types of Plagiarism: Passive Plagiarism
• Plagiarism Detection & Revision Skills: Types of Plagiarism: Self-Plagiarism
• Plagiarism Detection & Revision Skills: What Is Plagiarism?
• Plagiarism Detection & Revision Skills: A Writing Process for Avoiding Plagiarism
• Writing Process: Writing Motivation:
• Writing for Social Change: With Dr. Catherine Kelly
• Writing for Social Change: With Dr. Gregory Campbell
• Writing for Social Change: How Are Writing and Social Change Connected?
• Writing for Social Change: With Dr. Laurel Walsh
• Writing for Social Change: With Dr. Allyson Wattley Gee
• Transitioning Rrom APA 6 to APA 7 With the Walden Writing Center
• Previous Page: APA Formatting & Style: Numbers
• Next Page: APA Formatting & Style: Serial Comma

Last updated 5/6/2020

Visual: Screen opens to a background image with a person typing on a laptop and a notebook and pencil, along with the Walden University Writing Center logo. The title Walden University Writing Center and tagline “Your writing, grammar, and APA experts” appears on the screen. The screen changes to show the series title “Formatting & Style” and the video title “Pronouns.”

Audio: Guitar music

Visual: Slide changes to one with the following: Pronouns

Avoid referring to yourself in the third person

• I will analyze the lesson plan.
• I reviewed the case study.

Audio:  APA provides some guidance on what pronouns are appropriate for writers to use in certain situations, since it often depends on context. The first guideline is that you should avoid referring to yourself in third person. This includes referring to yourself as “the researcher” or “the author”, like in these examples. Instead, APA recommends using first person, in this case “I”, when you’re talking about your own research, actions you’ve taken, or experiences you’ve had. Writers should use this first person instead of the third person, which helps avoid ambiguity.

Visual:  Slide changes to one with the following: Pronouns

Avoid “I think” or “I believe” statements

• Education is a right everyone should have.
• Businesses that treat employees fairly will succeed.

Audio:  However, because we use first person to refer to our own actions or experiences, does not mean we should use “I” whenever we’d like to in our academic writing. Generally, in academic writing the idea is that statements you make are beliefs or thoughts you have, so you should also avoid “I think” or “I believe” statements. The notations that you think or believe something is implied, since you’re the author of that statement, so the phrases can be eliminated altogether. Sometimes students will include “I think” or “I believe” statements because it’s become a habit in their writing. Our recommendation is to allow yourself to do that as you write, but then come back through your paper and simply delete those statements to eliminate them. As you can see with our examples here, by eliminating the “I think” and “I believe” statements altogether, we’re left with clear, declarative sentences.

Avoid referring to the reader with “we” or “you”

• Parents need to ensure students have strong reading skills.
• Teachers need to ensure students have strong reading skills.

Audio:  APA also provides guidance on how to use the third person, specifically the pronoun “we.” APA doesn’t recommend writers use the editorial “we,” which is when individuals refer themselves in the third person with “we.” This editorial “we” can be used in other writing styles, but APA recommends avoiding it to refer to yourself because it’s not necessary. Additionally, APA recommends avoiding using “we” when you’re talking about groups of people you are discussing. In this example, “we” is used to refer to a group that needs to ensure students have strong reading skills, but as readers, we don’t know who “we” includes. The use of the pronoun isn’t very precise, and it could include any number of people. Instead, replacing “we” with the specific group you are referring to will help your writing be more specific and clear. In this case, the writer might have meant “parents” or “teachers.” Both options change the meaning of the sentence, and so by naming the specific group, the writer would make this idea clearer.

Visual: Slide changes to the following: Pronouns

Use singular “they” when appropriate:

• When a person uses “they” as their pronoun
• When a person’s gender is unknown or irrelevant
• They turned in the questionnaire.
• Jamie shared their experiences as a genderqueer person.

Audio: The final guidance APA provides for pronouns is around the use of singular “they.” The singular use of the pronoun “they” was once discouraged in academic writing, but it now should be used to be inclusive of all gender identities. You should use the singular “they” when the person you are talking about uses “they” as their pronoun, as well as when a person’s gender is either unknown or irrelevant. In these cases, using “they,” “them,” and “theirs” is appropriate, as shown in these examples.

It may take some practice to become proficient at using these guidelines for pronouns, but with practice, you’ll soon be able to easily navigate which pronoun to use when!  

Visual: The screen changes to an ending slide with a person typing on a laptop and a notebook and pencil, along with the Walden University Writing Center logo. The email address [email protected] appears on the screen.

• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Cost of Attendance
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

• Affiliate Program

• UNITED STATES
• 台灣 (TAIWAN)
• TÜRKIYE (TURKEY)
• Academic Editing Services
• - Research Paper
• - Journal Manuscript
• - Dissertation
• - College & University Assignments
• Admissions Editing Services
• - Application Essay
• - Personal Statement
• - Recommendation Letter
• - Cover Letter
• - CV/Resume
• Business Editing Services
• - Business Documents
• - Report & Brochure
• - Website & Blog
• Writer Editing Services
• - Script & Screenplay
• Our Editors
• Client Reviews
• Editing & Proofreading Prices
• Wordvice Points
• Partner Discount
• Plagiarism Checker
• APA Citation Generator
• MLA Citation Generator
• Chicago Citation Generator
• Vancouver Citation Generator
• - APA Style
• - MLA Style
• - Chicago Style
• - Vancouver Style
• Writing & Editing Guide
• Academic Resources
• Admissions Resources

Can You Use First-Person Pronouns (I/we) in a Research Paper?

Research writers frequently wonder whether the first person can be used in academic and scientific writing. In truth, for generations, we’ve been discouraged from using “I” and “we” in academic writing simply due to old habits. That’s right—there’s no reason why you can’t use these words! In fact, the academic community used first-person pronouns until the 1920s, when the third person and passive-voice constructions (that is, “boring” writing) were adopted–prominently expressed, for example, in Strunk and White’s classic writing manual “Elements of Style” first published in 1918, that advised writers to place themselves “in the background” and not draw attention to themselves.

In recent decades, however, changing attitudes about the first person in academic writing has led to a paradigm shift, and we have, however, we’ve shifted back to producing active and engaging prose that incorporates the first person.

Can You Use “I” in a Research Paper?

However, “I” and “we” still have some generally accepted pronoun rules writers should follow. For example, the first person is more likely used in the abstract , Introduction section , Discussion section , and Conclusion section of an academic paper while the third person and passive constructions are found in the Methods section and Results section .

In this article, we discuss when you should avoid personal pronouns and when they may enhance your writing.

It’s Okay to Use First-Person Pronouns to:

• clarify meaning by eliminating passive voice constructions;
• establish authority and credibility (e.g., assert ethos, the Aristotelian rhetorical term referring to the personal character);
• express interest in a subject matter (typically found in rapid correspondence);
• establish personal connections with readers, particularly regarding anecdotal or hypothetical situations (common in philosophy, religion, and similar fields, particularly to explore how certain concepts might impact personal life. Additionally, artistic disciplines may also encourage personal perspectives more than other subjects);
• to emphasize or distinguish your perspective while discussing existing literature; and
• to create a conversational tone (rare in academic writing).

The First Person Should Be Avoided When:

• doing so would remove objectivity and give the impression that results or observations are unique to your perspective;
• you wish to maintain an objective tone that would suggest your study minimized biases as best as possible; and
• expressing your thoughts generally (phrases like “I think” are unnecessary because any statement that isn’t cited should be yours).

Usage Examples

The following examples compare the impact of using and avoiding first-person pronouns.

Example 1 (First Person Preferred):

To understand the effects of global warming on coastal regions,  changes in sea levels, storm surge occurrences and precipitation amounts  were examined .

[Note: When a long phrase acts as the subject of a passive-voice construction, the sentence becomes difficult to digest. Additionally, since the author(s) conducted the research, it would be clearer to specifically mention them when discussing the focus of a project.]

We examined  changes in sea levels, storm surge occurrences, and precipitation amounts to understand how global warming impacts coastal regions.

[Note: When describing the focus of a research project, authors often replace “we” with phrases such as “this study” or “this paper.” “We,” however, is acceptable in this context, including for scientific disciplines. In fact, papers published the vast majority of scientific journals these days use “we” to establish an active voice.   Be careful when using “this study” or “this paper” with verbs that clearly couldn’t have performed the action.   For example, “we attempt to demonstrate” works, but “the study attempts to demonstrate” does not; the study is not a person.]

Example 2 (First Person Discouraged):

From the various data points  we have received ,  we observed  that higher frequencies of runoffs from heavy rainfall have occurred in coastal regions where temperatures have increased by at least 0.9°C.

[Note: Introducing personal pronouns when discussing results raises questions regarding the reproducibility of a study. However, mathematics fields generally tolerate phrases such as “in X example, we see…”]

Coastal regions  with temperature increases averaging more than 0.9°C  experienced  higher frequencies of runoffs from heavy rainfall.

[Note: We removed the passive voice and maintained objectivity and assertiveness by specifically identifying the cause-and-effect elements as the actor and recipient of the main action verb. Additionally, in this version, the results appear independent of any person’s perspective.] 

Example 3 (First Person Preferred):

In contrast to the study by Jones et al. (2001), which suggests that milk consumption is safe for adults, the Miller study (2005) revealed the potential hazards of ingesting milk.  The authors confirm  this latter finding.

[Note: “Authors” in the last sentence above is unclear. Does the term refer to Jones et al., Miller, or the authors of the current paper?]

In contrast to the study by Jones et al. (2001), which suggests that milk consumption is safe for adults, the Miller study (2005) revealed the potential hazards of ingesting milk.  We confirm  this latter finding.

[Note: By using “we,” this sentence clarifies the actor and emphasizes the significance of the recent findings reported in this paper. Indeed, “I” and “we” are acceptable in most scientific fields to compare an author’s works with other researchers’ publications. The APA encourages using personal pronouns for this context. The social sciences broaden this scope to allow discussion of personal perspectives, irrespective of comparisons to other literature.]

Other Tips about Using Personal Pronouns

• Avoid starting a sentence with personal pronouns. The beginning of a sentence is a noticeable position that draws readers’ attention. Thus, using personal pronouns as the first one or two words of a sentence will draw unnecessary attention to them (unless, of course, that was your intent).
• Be careful how you define “we.” It should only refer to the authors and never the audience unless your intention is to write a conversational piece rather than a scholarly document! After all, the readers were not involved in analyzing or formulating the conclusions presented in your paper (although, we note that the point of your paper is to persuade readers to reach the same conclusions you did). While this is not a hard-and-fast rule, if you do want to use “we” to refer to a larger class of people, clearly define the term “we” in the sentence. For example, “As researchers, we frequently question…”
• First-person writing is becoming more acceptable under Modern English usage standards; however, the second-person pronoun “you” is still generally unacceptable because it is too casual for academic writing.
• Take all of the above notes with a grain of salt. That is,  double-check your institution or target journal’s author guidelines .  Some organizations may prohibit the use of personal pronouns.
• As an extra tip, before submission, you should always read through the most recent issues of a journal to get a better sense of the editors’ preferred writing styles and conventions.

Wordvice Resources

For more general advice on how to use active and passive voice in research papers, on how to paraphrase , or for a list of useful phrases for academic writing , head over to the Wordvice Academic Resources pages . And for more professional proofreading services , visit our Academic Editing and P aper Editing Services pages.

Encyclopedia

Writing with artificial intelligence, using first person in an academic essay: when is it okay.

• CC BY-NC-ND 4.0 by Jenna Pack Sheffield

Related Concepts: Academic Writing – How to Write for the Academic Community ; First-Person Point of View ; Rhetorical Analysis; Rhetorical Stance ; The First Person ; Voice

In order to determine whether or not you can speak or write from the first-person point of view, you need to engage in rhetorical analysis. You need to question whether your audience values and accepts the first person as a legitimate rhetorical stance. Source:Many times, high school students are told not to use first person (“I,” “we,” “my,” “us,” and so forth) in their essays. As a college student, you should realize that this is a rule that can and should be broken—at the right time, of course.

By now, you’ve probably written a personal essay, memoir, or narrative that used first person. After all, how could you write a personal essay about yourself, for instance, without using the dreaded “I” word?

However, academic essays differ from personal essays; they are typically researched and use a formal tone . Because of these differences, when students write an academic essay, they quickly shy away from first person because of what they have been told in high school or because they believe that first person feels too informal for an intellectual, researched text. While first person can definitely be overused in academic essays (which is likely why your teachers tell you not to use it), there are moments in a paper when it is not only appropriate, but also more effective and/or persuasive to use first person. The following are a few instances in which it is appropriate to use first person in an academic essay:

• Including a personal anecdote: You have more than likely been told that you need a strong “hook” to draw your readers in during an introduction. Sometimes, the best hook is a personal anecdote, or a short amusing story about yourself. In this situation, it would seem unnatural not to use first-person pronouns such as “I” and “myself.” Your readers will appreciate the personal touch and will want to keep reading! (For more information about incorporating personal anecdotes into your writing, see “ Employing Narrative in an Essay .”)
• Establishing your credibility ( ethos ): Ethos is a term stemming back to Ancient Greece that essentially means “character” in the sense of trustworthiness or credibility. A writer can establish her ethos by convincing the reader that she is trustworthy source. Oftentimes, the best way to do that is to get personal—tell the reader a little bit about yourself. (For more information about ethos, see “ Ethos .”)For instance, let’s say you are writing an essay arguing that dance is a sport. Using the occasional personal pronoun to let your audience know that you, in fact, are a classically trained dancer—and have the muscles and scars to prove it—goes a long way in establishing your credibility and proving your argument. And this use of first person will not distract or annoy your readers because it is purposeful.
• Clarifying passive constructions : Often, when writers try to avoid using first person in essays, they end up creating confusing, passive sentences . For instance, let’s say I am writing an essay about different word processing technologies, and I want to make the point that I am using Microsoft Word to write this essay. If I tried to avoid first-person pronouns, my sentence might read: “Right now, this essay is being written in Microsoft Word.” While this sentence is not wrong, it is what we call passive—the subject of the sentence is being acted upon because there is no one performing the action. To most people, this sentence sounds better: “Right now, I am writing this essay in Microsoft Word.” Do you see the difference? In this case, using first person makes your writing clearer.
• Stating your position in relation to others: Sometimes, especially in an argumentative essay, it is necessary to state your opinion on the topic . Readers want to know where you stand, and it is sometimes helpful to assert yourself by putting your own opinions into the essay. You can imagine the passive sentences (see above) that might occur if you try to state your argument without using the word “I.” The key here is to use first person sparingly. Use personal pronouns enough to get your point across clearly without inundating your readers with this language.

Now, the above list is certainly not exhaustive. The best thing to do is to use your good judgment, and you can always check with your instructor if you are unsure of his or her perspective on the issue. Ultimately, if you feel that using first person has a purpose or will have a strategic effect on your audience, then it is probably fine to use first-person pronouns. Just be sure not to overuse this language, at the risk of sounding narcissistic, self-centered, or unaware of others’ opinions on a topic.

Recommended Readings:

• A Synthesis of Professor Perspectives on Using First and Third Person in Academic Writing
• Finding the Bunny: How to Make a Personal Connection to Your Writing
• First-Person Point of View

Brevity – Say More with Less

Clarity (in Speech and Writing)

Coherence – How to Achieve Coherence in Writing

Flow – How to Create Flow in Writing

Inclusivity – Inclusive Language

The Elements of Style – The DNA of Powerful Writing

Suggested Edits

• Please select the purpose of your message. * - Corrections, Typos, or Edits Technical Support/Problems using the site Advertising with Writing Commons Copyright Issues I am contacting you about something else
• Your full name
• Your email address *
• Page URL needing edits *
• Email This field is for validation purposes and should be left unchanged.

Featured Articles

Academic Writing – How to Write for the Academic Community

Professional Writing – How to Write for the Professional World

Credibility & Authority – How to Be Credible & Authoritative in Research, Speech & Writing

• Tips & Guides

How To Avoid Using “We,” “You,” And “I” in an Essay

• Posted on October 27, 2022 October 27, 2022

Maintaining a formal voice while writing academic essays and papers is essential to sound objective. 

One of the main rules of academic or formal writing is to avoid first-person pronouns like “we,” “you,” and “I.” These words pull focus away from the topic and shift it to the speaker – the opposite of your goal.

While it may seem difficult at first, some tricks can help you avoid personal language and keep a professional tone.

Let’s learn how to avoid using “we” in an essay.

What Is a Personal Pronoun?

Pronouns are words used to refer to a noun indirectly. Examples include “he,” “his,” “her,” and “hers.” Any time you refer to a noun – whether a person, object, or animal – without using its name, you use a pronoun.

Personal pronouns are a type of pronoun. A personal pronoun is a pronoun you use whenever you directly refer to the subject of the sentence. 

Take the following short paragraph as an example:

“Mr. Smith told the class yesterday to work on our essays. Mr. Smith also said that Mr. Smith lost Mr. Smith’s laptop in the lunchroom.”

The above sentence contains no pronouns at all. There are three places where you would insert a pronoun, but only two where you would put a personal pronoun. See the revised sentence below:

“Mr. Smith told the class yesterday to work on our essays. He also said that he lost his laptop in the lunchroom.”

“He” is a personal pronoun because we are talking directly about Mr. Smith. “His” is not a personal pronoun (it’s a possessive pronoun) because we are not speaking directly about Mr. Smith. Rather, we are talking about Mr. Smith’s laptop.

If later on you talk about Mr. Smith’s laptop, you may say:

“Mr. Smith found it in his car, not the lunchroom!” 

In this case, “it” is a personal pronoun because in this point of view we are making a reference to the laptop directly and not as something owned by Mr. Smith.

Why Avoid Personal Pronouns in Essay Writing

We’re teaching you how to avoid using “I” in writing, but why is this necessary? Academic writing aims to focus on a clear topic, sound objective, and paint the writer as a source of authority. Word choice can significantly impact your success in achieving these goals.

Writing that uses personal pronouns can unintentionally shift the reader’s focus onto the writer, pulling their focus away from the topic at hand.

Personal pronouns may also make your work seem less objective. 

One of the most challenging parts of essay writing is learning which words to avoid and how to avoid them. Fortunately, following a few simple tricks, you can master the English Language and write like a pro in no time.

Alternatives To Using Personal Pronouns

How to not use “I” in a paper? What are the alternatives? There are many ways to avoid the use of personal pronouns in academic writing. By shifting your word choice and sentence structure, you can keep the overall meaning of your sentences while re-shaping your tone.

Utilize Passive Voice

In conventional writing, students are taught to avoid the passive voice as much as possible, but it can be an excellent way to avoid first-person pronouns in academic writing.

You can use the passive voice to avoid using pronouns. Take this sentence, for example:

“ We used 150 ml of HCl for the experiment.”

Instead of using “we” and the active voice, you can use a passive voice without a pronoun. The sentence above becomes:

“150 ml of HCl were used for the experiment.” 

Using the passive voice removes your team from the experiment and makes your work sound more objective.

Take a Third-Person Perspective

Another answer to “how to avoid using ‘we’ in an essay?” is the use of a third-person perspective. Changing the perspective is a good way to take first-person pronouns out of a sentence. A third-person point of view will not use any first-person pronouns because the information is not given from the speaker’s perspective.

A third-person sentence is spoken entirely about the subject where the speaker is outside of the sentence.

Take a look at the sentence below:

“In this article you will learn about formal writing.”

The perspective in that sentence is second person, and it uses the personal pronoun “you.” You can change this sentence to sound more objective by using third-person pronouns:

“In this article the reader will learn about formal writing.”

The use of a third-person point of view makes the second sentence sound more academic and confident. Second-person pronouns, like those used in the first sentence, sound less formal and objective.

Be Specific With Word Choice

You can avoid first-personal pronouns by choosing your words carefully. Often, you may find that you are inserting unnecessary nouns into your work. 

Take the following sentence as an example:

“ My research shows the students did poorly on the test.”

In this case, the first-person pronoun ‘my’ can be entirely cut out from the sentence. It then becomes:

“Research shows the students did poorly on the test.”

The second sentence is more succinct and sounds more authoritative without changing the sentence structure.

You should also make sure to watch out for the improper use of adverbs and nouns. Being careful with your word choice regarding nouns, adverbs, verbs, and adjectives can help mitigate your use of personal pronouns. 

“They bravely started the French revolution in 1789.” 

While this sentence might be fine in a story about the revolution, an essay or academic piece should only focus on the facts. The world ‘bravely’ is a good indicator that you are inserting unnecessary personal pronouns into your work.

We can revise this sentence into:

“The French revolution started in 1789.” 

Avoid adverbs (adjectives that describe verbs), and you will find that you avoid personal pronouns by default.

Closing Thoughts

In academic writing, It is crucial to sound objective and focus on the topic. Using personal pronouns pulls the focus away from the subject and makes writing sound subjective.

Hopefully, this article has helped you learn how to avoid using “we” in an essay.

When working on any formal writing assignment, avoid personal pronouns and informal language as much as possible.

While getting the hang of academic writing, you will likely make some mistakes, so revising is vital. Always double-check for personal pronouns, plagiarism , spelling mistakes, and correctly cited pieces. 

 You can prevent and correct mistakes using a plagiarism checker at any time, completely for free.

Quetext is a platform that helps you with all those tasks. Check out all resources that are available to you today.

Sign Up for Quetext Today!

Click below to find a pricing plan that fits your needs.

You May Also Like

The 9 Best AI Detector Tools to Uncover AI Content

• Posted on August 22, 2024

The Importance of Proofreading: Techniques for Catching Errors and Polishing Your Writing

• Posted on August 16, 2024 August 19, 2024

The Benefits of Peer Review: How to Give and Receive Constructive Feedback on Your Writing

• Posted on August 9, 2024

Teaching Students About Plagiarism: Strategies for Promoting Academic Integrity

• Posted on August 2, 2024

Encouraging Proper Citation Practices: Tips for Teaching Students How to Cite Sources Correctly and Ethically

• Posted on July 22, 2024

A Guide to Paraphrasing Poetry, With Examples

• Posted on July 12, 2024

Preparing Students for the Future: AI Literacy and Digital Citizenship

• Posted on July 5, 2024

How to Summarize a Paper, a Story, a Book, a Report or an Essay

• Posted on June 25, 2024 June 25, 2024

Input your search keywords and press Enter.

Stack Exchange Network

Stack Exchange network consists of 183 Q&A communities including Stack Overflow , the largest, most trusted online community for developers to learn, share their knowledge, and build their careers.

Q&A for work

Connect and share knowledge within a single location that is structured and easy to search.

Use of first person in a PhD Thesis

Is there a non written rule to which person to use in the PhD thesis, 5 years of using "We" in the papers have brought me to the innate necessity to do it every time I describe something.

Recently, though, one of my lab-mates told me that I should use I, since it is your work, if the thesis were co-written, then it would be a different story.

Is there any standard in your universities, or do you have any preferred practice.

• writing-style

• 6 What does your university style guide say? What does your supervisor say? –  410 gone Commented Nov 28, 2012 at 7:06
• 13 But using we makes us feel so royal . . . –  geometrian Commented Oct 20, 2014 at 0:39
• 2 Use the first person singular for acknowledgements: ``we thank our parents'' would be distinctly odd, even if `we' are not an only child. –  Shane O Rourke Commented May 17, 2015 at 13:00
• 7 This one strongly objects to being forced to refer to itself in the third person, and will avoid such references completely in preference to needless circumlocution. –  keshlam Commented Aug 20, 2015 at 17:06
• I suspect this is where programming discussion gets the 'we' thing from. –  Pharap Commented Mar 30, 2018 at 3:24

7 Answers 7

I generally avoid "I" in scientific texts altogether, though some authors are in fact using it if they are the sole author. I can't remember seeing it in a thesis though. In texts with a sole author, I usually understand "we" as meaning the author and the reader, and I'd suggest that it's fine to use it in places where it can have that meaning. For example something like "When substituting a by b, we get ..."

A generally useful advice would be to read into some of the theses written in your group, department, and university (in decreasing relevance), and see whether there is a common pattern.

• 1 I also personally prefer "we", though I agree with silvado that the best advice is to check what is done in your research area. That is, in principle, the audience you're writing for, and the ones that will read it for your examination. –  Luke Mathieson Commented Nov 28, 2012 at 8:44
• 36 When you discuss an experiment being done, you can hardly use “we” as “author and reader”. Compare “we can derive B from A” to “I synthesized 3 grams of product K”. –  F'x Commented Nov 28, 2012 at 12:56
• 7 @F'x: I'm typically not writing about experiments, but reading sometimes, and I hardly see the use of either "I" or "we" in this context. To me it appears that most authors use passive voice in such descriptions. I think the reasons is that these protocols should be "de-personalized", focussing on the activity, not the person that does it. –  silvado Commented Nov 29, 2012 at 8:31
• 1 @MHH I agree. Generally the style of experimental papers is very different from theoretical papers. –  silvado Commented Feb 9, 2014 at 8:25
• 5 @begueradj I would still use "we" since it includes the author(s) and reader. It makes the reader feel like he/she is part of the discussion (i.e. the paper that is being read). –  Ryan Dougherty Commented Aug 4, 2014 at 17:43

Summary: Think about the habits and traditions in your field, think about the nature of your field and do not hesitate to take responsibility for your own (possibly not that great) ideas.

Now, let me elaborate more:

The question encourages personal opinions for a good reason. Various sources on writing research papers differ vastly, though it seems majority does not favor the first person "I" form. For one of the more serious in computer science not in favour of "I", see e.g., Knuth's Mathematical Writing (pg.4) - although later on, the material also discusses the opposite (pg.62 and 113).

Now to a personal position. I do make use of "I" in some contexts. Namely, when I write a paper as a single author and I did so in my PhD thesis. At the same time, you should have clear rules when to mix it with "we" and how. For the dissertation, I explained those rules very early on in the preface: I use "I" whenever the text speaks about my own decisions and choices I made and is the default voice. It means, that it's me who is to blame for whatever incorrect decisions exposed in the thesis. Only if I can show that there is an external force which would push anybody on my place to take the same route, I would use "we" to mean the (research) community, or humankind. I use "we", whenever the discourse is explanatory, such as an exposition of a proof. Therein, "we" stands for "me and the reader". I also strictly use "we", whenever I speak about an insight, or a result which was produced in a collaboration, such as developed in a joint research paper with somebody else. As a side-effect, since this voice is not the default one, occurrence of such "we" always enforces a citation to the joint work, which is a Good Thing .

My personal opinion also is that third person is very bad writing style, since it offloads responsibility for the presented results to some external entity. As if it wasn't me who made the stupid decision to push that other guy from the cliff, but the guy was (somehow) pushed from the cliff. In my opinion, "we" solves that problem only a little bit, because now the writer admits a bit of responsibility for the act, but still dilutes it by taking into the game somebody else (either the reader, or the abstract research community). Saying "I did this and that and by doing it I personally found this and that" for me is fully taking responsibility for my results. It's not about bragging, or so. Now in some fields, this might be inappropriate, e.g., in pure mathematics, one studies a problem and is not pushed into any arbitrary decisions (e.g., regarding experimental setup), so a style "we" = "the two of us, you, the reader, and me, the writer" is more appropriate.

• I second that and would add: Think about the habits and traditions in your country respectively language area. In my case, I'm a computer scienctist from Germany, using "I" and "we" in scientific works is an absolute no-no. In contrast, I've seen quite a lot articles in English language which use "I" and "we". –  Stefan Surkamp Commented Aug 20, 2015 at 15:12
• 4 @StefanSurkamp I wrote the original answer being a computer scientist who did his PhD in Germany :-). –  walkmanyi Commented Aug 21, 2015 at 21:38
• @walkmanyi Using "I" in the contexts you outlined is absolutely appropriate for a CS PhD thesis written in the English language. –  apriori Commented Jul 3, 2019 at 13:37

It is interesting to see what Charles Darwin did in his scientific writing.

According to Serendip Studio:

Darwin usually speaks in the first person plural when analyzing empirical evidence he has collected and only uses the first person singular when he is specifically speaking about his own actions, such as, "..many special facts which I have collected," or when he is speaking about his own qualms, such as "I am well aware that there are on, on this view, many cases of difficulty, some of which I am trying to investigate." However, when analyzing his evidence, he always uses "we", such as "we notice", or "we understand"(2). Darwin's change in footing when he is explaining his theory places himself and the reader on the same level and makes him a more "humble" presenter, allowing us to suspend disbelief for at least the time being and trust him.

When Darwin is speaking as the scientist, he uses "we" , and when he is speaking as the human being, he uses "I" . I really like that distinction.

I find the forced use of "we" when you mean "I" misplaced. It is important to sound as natural as possible in your writing - just look at Richard Feynman . You don't have to use convoluted language to win a Nobel prize. Clarity is king.

The first rule, as usual, is: what is expected of you? Ask your advisor, read earlier theses from your group, etc. to get an idea of what is the established practice.

The advice I give, and which I try to follow myself, is to mix the use of “we” and “I” depending on context. Most of the experimental or simulation work is a team effort, so “we” makes a lot of sense to describe that:

From the results of the simulation, we have calculated the spatial dispersion of ∆, which is presented in Figure 42

However, a PhD thesis should show that the applicant has a clear understanding and autonomy in a given research project, and thus is capable of making technical and strategic decisions (though not always alone, of course). As such, I encourage the use of “I” to describe such decisions , orientations and reflexion. I try to give an example:

After consideration of the points discussed above, I decided to focus my effort for the most part in optimizing the gigawattage of the circuit, which I consider based on all the data gathered to be the factor with the largest potential for improvement.

Silvado gave an answer that is, in my opinion, perfectly applicable to mathematical derivations, and the discussion of results. In those cases, you can safely use “we” to mean “the author and reader”, as in “we thus derive theorem X from lemma Y”, or “we see on Figure 42 a clear correlation between A and B”.

• Mixing "we" and "I" can be very confusing, particularly if they're in proximity to one another. The use of "we" can often be omitted through clever rewriting: "Using result A, X leads directly to Y." The use of "I" is probably harder to eliminate, and I would argue it shouldn't be. –  aeismail Commented Nov 28, 2012 at 13:43
• 1 Mixing “we” and “I” is confusing if you use them interchangeably, but not if there is a logic to it. I have now seen it used in quite a few theses, and it works fine. I agree with you that clarity is the one true criterion. –  F'x Commented Nov 28, 2012 at 14:05
• @aeismail That "clever rewriting", to use the passive voice, almost always makes prose harder to understanding and less clear, thereby reducing the value of the piece of writing. –  Ian Sudbery Commented Aug 6, 2020 at 10:27
• 1 The use of first person singular is essential to correctly identify in a thesis the work of the candidate and dissociate it from the work of done in collaboration. –  ZeroTheHero Commented Aug 7, 2020 at 3:01

I always view "we" as "you and the reader" and you and your reader journey through the subject together.

• 2 I think this was already covered quite well by @silvado. Also, as I noted below his answer: when you discuss an experiment being done, you can hardly use “we” as “author and reader”. Compare “we can derive B from A” to “I synthesized 3 grams of product K”. –  F'x Commented Nov 28, 2012 at 20:15

I was told that my PhD thesis should be written in the third person. In cases where it was nessacery to reffer to ones-self the term "the author" could be used but use of this term was discoured. The theory goes that the emphasis in acadmic writing should be on what was done rather than who did it.

Personally I dislike this style. IMO it makes it much harder to be clear about what you did verses what is already common knowlage.

My PhD was in Electrical Engineering at the University of Manchester in the UK.

• Third person - masculine or feminine? –  Floris Commented Feb 10, 2017 at 13:49

I am a retired professor. I was taught, and I always required, that theses and dissertations be written in 3rd person or, on rare occasions, in 1st person plural. Towards the end of my career, I had students increasingly writing in first person singular. This grated on my nerves enormously. Why? It seemed arrogant and ignored the substantial assistance provided by the committee and the funding agency. Also, it flew in the face of unspoken tradition: that scientists did their work with humility for the betterment of society. Any recognition of the scientist should come later from society at large and the community of scientists.

• 2 We sound like a retired professor. –  henning no longer feeds AI Commented Aug 6, 2020 at 20:20

You must log in to answer this question.

Not the answer you're looking for browse other questions tagged phd thesis writing writing-style grammar ..

• Featured on Meta
• Bringing clarity to status tag usage on meta sites
• We've made changes to our Terms of Service & Privacy Policy - July 2024
• Announcing a change to the data-dump process

Hot Network Questions

• How do I safely remove a mystery cast iron pipe in my basement?
• Simple casino game
• Could someone tell me what this part of an A320 is called in English?
• How much missing data is too much (part 2)? statistical power, effective sample size
• Variable usage in arithmetic expansions
• How to reply to reviewers who ask for more work by responding that the paper is complete as it stands?
• What does it say in the inscriptions on Benjamin's doorway; A Canticle for Leibowitz
• Why do National Geographic and Discovery Channel broadcast fake or pseudoscientific programs?
• What is the significance of bringing the door to Nippur in the Epic of Gilgamesh?
• `Drop` for list of elements of different dimensions
• I'm trying to remember a novel about an asteroid threatening to destroy the earth. I remember seeing the phrase "SHIVA IS COMING" on the cover
• Can a rope thrower act as a propulsion method for land based craft?
• My colleagues and I are travelling to UK as delegates in an event and the company is paying for all our travel expenses. what documents are required
• How can you trust a forensic scientist to have maintained the chain of custody?
• How Can this Limit be really Evaluated?
• Story where character has "boomerdisc"
• about flag changes in 16-bit calculations on the MC6800
• How much payload could the falcon 9 send to geostationary orbit?
• What did the Ancient Greeks think the stars were?
• Trying to find an old book (fantasy or scifi?) in which the protagonist and their romantic partner live in opposite directions in time
• Is every recursively axiomatizable and consistent theory interpretable in the true arithmetic (TA)?
• How to establish this generalization rule in sequent calculus for First Order Logic?
• Why an Out Parameter can be left unassigned in .NET 6 but not .NET 8 (CS0177)?
• Why does the NIV have differing versions of Romans 3:22?

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

APA Stylistics: Basics

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Note:  This page reflects APA 6, which is now out of date. It will remain online until 2021, but will not be updated. There is currently no equivalent 7th edition page, but we're working on one. Thank you for your patience. Here is a link to our APA 7 "General Format" page .

Writing in APA is more than simply learning the formula for citations or following a certain page layout. APA also includes the stylistics of your writing, from point of view to word choice.

Point of View and Voice

When writing in APA Style, you can use the first person point of view when discussing your research steps ("I studied ...") and when referring to yourself and your co-authors ("We examined the literature ..."). Use first person to discuss research steps rather than anthropomorphising the work. For example, a study cannot "control" or "interpret"; you and your co-authors, however, can.

In general, you should foreground the research and not the researchers ("The results indicate ... "). Avoid using the editorial "we"; if you use "we" in your writing, be sure that "we" refers to you and your fellow researchers.

It is a common misconception that foregrounding the research requires using the passive voice ("Experiments have been conducted ..."). This is inaccurate. Rather, you would use pronouns in place of "experiments" ("We conducted experiments ...").

APA Style encourages using the active voice ("We interpreted the results ..."). The active voice is particularly important in experimental reports, where the subject performing the action should be clearly identified (e.g. "We interviewed ..." vs. "The participants responded ..."). 

Consult the OWL handout for more on the distinction between  passive and active voice .

Switching verb tenses can cause confusion for your readers, so you should be consistent in the tense you use. When discussing literature reviews and experimental procedures that have already happened, use past tense ("Our study  showed" ) or present perfect tense ("studies  have proven" ). Also use past tense when discussing results ("students’ concentration increased" ), but use present tense when discussing what your results mean and what conclusions you can draw from them ("Our study illustrates" ).

Clarity and Conciseness

Clarity and conciseness in writing are important when conveying research in APA Style. You don't want to misrepresent the details of a study or confuse your readers with wordiness or unnecessarily complex sentences. 

For clarity, be specific rather than vague in descriptions and explanations. Unpack details accurately to provide adequate information to your readers so they can follow the development of your study.

Example: "It was predicted that marital conflict would predict behavior problems in school-aged children."

To clarify this vague hypothesis, use parallel structure to outline specific ideas:

"The first hypothesis stated that marital conflict would predict behavior problems in school-aged children. The second hypothesis stated that the effect would be stronger for girls than for boys. The third hypothesis stated that older girls would be more affected by marital conflict than younger girls."

To be more concise, particularly in introductory material or abstracts, you should eliminate unnecessary words and condense information when you can (see the OWL handout on  Conciseness  in academic writing for suggestions).

Example: The above list of hypotheses might be rephrased concisely as: "The authors wanted to investigate whether marital conflict would predict behavior problems in children and they wanted to know if the effect was greater for girls than for boys, particularly when they examined two different age groups of girls."

Balancing the need for clarity, which can require unpacking information, and the need for conciseness, which requires condensing information, is a challenge. Study published articles and reports in your field for examples of how to achieve this balance.

Word Choice

You should even be careful in selecting certain words or terms. Within the social sciences, commonly used words take on different meanings and can have a significant effect on how your readers interpret your reported findings or claims. To increase clarity, avoid bias, and control how your readers will receive your information, you should make certain substitutions:

• Use terms like "participants" or "respondents" (rather than "subjects") to indicate how individuals were involved in your research
• Use terms like "children" or "community members" to provide more detail about who was participating in the study
• Use phrases like "The evidence suggests ..." or "Our study indicates ..." rather than referring to "proof" or "proves" because no single study can prove a theory or hypothesis

As with the other stylistic suggestions here, you should study the discourse of your field to see what terminology is most often used.

Avoiding Poetic Language

Writing papers in APA Style is unlike writing in more creative or literary styles that draw on poetic expressions and figurative language. Such linguistic devices can detract from conveying your information clearly and may come across to readers as forced when it is inappropriately used to explain an issue or your findings.

Therefore, you should:

• Minimize the amount of figurative language used in an APA paper, such as metaphors and analogies unless they are helpful in conveying a complex idea,
• Avoid rhyming schemes, alliteration, or other poetic devices typically found in verse
• Use simple, descriptive adjectives and plain language that does not risk confusing your meaning.

• Customer Reviews
• Extended Essays
• IB Internal Assessment
• Theory of Knowledge
• Literature Review
• Dissertations
• Essay Writing
• Research Writing
• Assignment Help
• Capstone Projects
• College Application
• Online Class

Can I Use First Person In a Research Paper? (Quick Answer)

by  Antony W

June 6, 2024

High school teachers, college tutors, and university professors often frown assignments that include personal pronouns. That’s so because writing in first, second, or third person demonstrates an author’s point of view, which, in many cases, tends to be unacceptable.

With the exception of college admission essays , personal statements , and persuasive essays , the use of personal pronoun in academic writing is something you should avoid completely.

One of the questions we get a lot at Help for Assessment is can I use first person in a research paper?

We understand how difficult choosing the right language for research paper writing can be, particularly because there are many language rules that you need to observe. So our goal with this guide is to help you learn more about personal pronouns in research paper.

By the time you finish reading this article, you will have a very clear picture on the issue of using first person in your research paper assignment. 

What’s First Person Pronoun? 

In written and spoken communication, the use of first person pronoun refers to incorporating text that refers to oneself in an assignment. The reference can be in singular or plural form. First person singular include “I”, “Me”, “Mine”, and “My” and first person plural are “we”, “us”, “our”, and “ours”.

Can I Use First Person in a Research Paper? 

The use of first person in a research paper indicates presentation of information based on what you’ve found from your research.

Unfortunately, you can’t and shouldn’t use first person pronoun in your research assignment. From a scientific and mathematical standpoint, the pronoun presents you to your target audience as a self-serving and arrogant person.

Keep in mind that the purpose of a research paper is to provide a comprehensive analysis and response to the research question . The focus is therefore on the research, not the person conducting the research.

We understand that you might want to persuade readers to consider a certain aspect of your research, especially if it’s a personal opinion you want to give. However, you can do so without necessarily sounding personal.

Another reason why it’s a bad idea to use first person pronouns in your research paper is that they to make your overall assignment. Precisely, the first person pronoun can easily underestimate the findings of your research as readers might wonder whether you based your conclusions on facts or just personal opinions.

What’s Second Person Pronoun? 

The second person pronoun is any word that refers to the reader. These pronouns are “you”, “your”, and “yours”.

This point of view is helpful in the context of providing advice, guides, and tutorials to a given audience.

For example, students searching for programming assignment help online will often land on written and video tutorials that use the second person point of view to give direction on setting up projects and writing code.

Using, the goal of using the second person point of view is to engage an audience to a discussion or a guide, and it tends to serve its purpose quite well.

Can I Use Second Person Pronoun in a Research Paper? 

The problem with the second person pronoun is that it gives instructions to an audience, which means it’s not quite effective in academic writing. As such, you should not use the second person pronoun in your research paper.

What’s Third Person Pronoun?

This point of view can use pronouns of individuals or groups or a person’s name. Words such as “he”, “she”, and “one” refers to individuals and words such as  “everyone”,  “they” and “them” refer to a group of people.

Can I Use Third Person Pronoun in a Research Paper? 

The third person pronoun is usually the most appropriate option to use in scientific paper. However, you need to be very careful with how you integrate them in your writing.

First, you have to use indefinite pronoun to refer back to the subject. Second, you should avoid using feminine or masculine terminologies when using third person point of view. So instead of using him, her, him, or her in your research paper, make the subject plural.

What are the Exceptions to these Rules? 

The argument among academics is that it’s fine to use first person in a research paper. To be precise, you can use the term “I” in the abstract, introduction , discussion, and conclusion in some research papers. However, it’s best to avoid this completely.

If you must use personal pronouns in the assignment, “we” would be the most appropriate.

Also, be careful with how you write the methods and results section. If you must use personal pronouns here, the third person point of view will be most appropriate.

Another important exception that we can’t ignore is the assignment brief. Even if you know certain that personal pronouns are not appropriate in research paper writing, look at the assignment guidelines to figure out what your teacher wants. Your instructor might ask you to use personal pronouns in the assignment, so make sure you don’t skip this part.

When Writing Your Research Paper 

The third person point of view, and particularly referring to subjects and entities by their names (or title) is the acceptable option when writing a research paper.

Another important point worth mentioning is that you need to make sure you’re consistent in your writing. Switching from one point of view to another can only make your research paper hard to read since leads to distraction.

Makes sure you check the assignment guideline provided by your teacher to make sure you’re on the right track as far as using first person pronoun in your assignment is concerned.

Get Help with Research Paper Writing 

Is your research paper almost due but you haven’t started working on it yet? Or maybe you started but you have other urgent assignments to complete? You can take advantage of our  research paper writing service  and get professional academic writing help that enables students to score high grades.

It doesn’t matter if your research topic is complicated or you can’t find the right sources for the assignment. We’re here to help.

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

How to Write in Third Person Point of View: 12 Tips for Writing in Third-Person Point of View

• August 21, 2024
• Freelancing Tips

Table of Contents Hide

First-person, second-person, third-person, when to write in third-person point of view, third-person omniscient point of view:, third-person limited point of view:, third-person objective point of view:, how to use the third-person point of view, strong character development., narrative flexibility, an authoritative, trustworthy narrator, 1.choose the best type of third-person pov for your story, 2.use third-person pronouns, 3.understand your voice won’t always shine in your essays, 4.don’t focus on yourself or the reader — focus on the text, 5.coach yourself out of using first-person pronouns, 6.be as specific as possible, 7.write in the present tense when using third-person, 8.avoid adding your own thoughts, 9.in third-person objective, stay out of everyone’s heads., frequently asked questions about writing in third-person, we also recommend.

If your writing is for academic purposes, use third person point of view. Third person is pretty easy to master with a little practice.

If you’re new to it, we have a guide that will guide you in every step of the way

What does writing in the third person mean?

The third person point of view is one of three writing styles that can be used to explain a point of view. Even if you don’t realize it, you’ve most certainly used first, second, and third person in writing projects throughout your education.

It is a narrative in which you compose and examine the subject matter entirely on your initiative. You remain impartial. You do not attempt to change readers’ opinions. It’s a completely impartial, objective writing style that gets right to the heart of a subject or tells a story.

If you need to know how to differentiate between them three. Here’s a quick breakdown to understand the differences when you write your next paper:

See also:  10 Types of Creative Nonfiction Books and Genres and How to Write It

This is from the I/we perspective. This is where we talk about our beliefs, ourselves, and ourselves. When writing in the first person, you will use pronouns like I, me, myself, and mine.

This point of view belongs to the person you’re addressing; therefore, it is a ‘you’ perspective. You would use second-person pronouns in your work, such as you, your, and yourself.

The writing style used in stories is known as the third person point of view, and it is aimed at the person or people under discussion. In this perspective, the pronouns he, she, him, her, his, hers, himself, herself, it, them, their, and themselves are used. You may also use a name. But that tends to happen more in stories than research papers.

Can you now differentiate them?

The third-person point of view is quite common in academic writing since it tells the reader a story and is frequently used when taking an authoritative attitude in your work.

As a result, while writing academic materials such as essays and research papers, always use the third person.

The reason for this is that it will make your work less biased and more objective, thereby increasing your reputation. The third-person perspective allows you to focus on the facts and data rather than your personal opinion, which will eventually boost your grades.

You can break third-person perspectives into three other types, including omniscient, limited, and objective. Although they’re more associated with creative writing than academic work and essays, your writing is likely to fall under the third-person objective point of view.

See also:  How to Write and Publish Your Poetry Book

The 3 Types of Third-Person Point of View

The omniscient narrator understands the plot and the characters. This narrator can travel freely across time, enter the minds of any character, and share with the reader both their own and the character’s thoughts and observations.

For example, Jane Austen’s Pride and Prejudice uses a third-person omniscient point of view, giving the reader complete access to the primary character, Elizabeth, and everyone around her.

Also known as a “close third,” this limited point of view happens when an author writes in the third person while focusing on a single character. The narrator can switch between characters in each chapter or portion of the book, or they can do so throughout.

With this point of view, the author can limit the reader’s perspective and control the information they are aware of. It is used to heighten tension and arouse curiosity.

In this type of narration, the narrator is objective and oblivious to any character’s emotions or ideas. The narrator tells the story with an observant approach.

Ernest Hemingway uses this third-person narrative voice in his short story “Hills Like White Elephants.” An unidentified narrator tells the story of a couple in Spain talking while waiting for a train. With this point of view, the reader becomes a voyeur, listening in on a scene or story.

See also:  Do You Italicize Book Titles? Essay Secrets Revealed

Rule number one: never refer to yourself in the third person in an article. That’s not acceptable.

For example, if your essay is about virtual learning, here’s what not to include in the sentence.

“I feel like students perform better at home because they have more freedom and are more comfortable.”

It’s a simple sentence, but when addressing research papers and using a third-person narrative, there are various concerns. Why? You are making comments that sound like opinions because you are using first-person pronouns, and you are unable to back them up with facts or credible research.

Also, it isn’t very assertive. “I feel like” will not impress the person evaluating your work because it lacks authority and underlines that it originated just in your mind and is insignificant in any way.

However, if you alter the example to the third-person perspective, you can reference your sources, which is exactly what you should do to improve your essay and research paper marks.

Let’s rewrite the line in a more expansive third person point of view:

“A psychological study from Karrie Goodwin shows that students thrive in virtual classrooms as they offer flexibility. They can make their hours and take regular breaks. Another study from high school teacher, Ashlee Trip, highlighted that children enjoy freedom, the ability to work at their own pace and decide what their day will look like.”

With a third-person narrative, you can present evidence to the reader and back up the claims you make. As a result, it not only shows your knowledge but also your diligence in researching and backing up your work with credible sources and facts rather than simply your opinions.

Advantages and Reasons to Write in Third Person Point of View

When compared to the first and second person, the third person can highlight more characters and cover a longer narrative arc.

A reader can see the story from every perspective, and each one contributes elements that a character lacks in the other, resulting in a rich, complex narrative.

The third person allows for greater adaptability; you can help your reader see everything, be everywhere, and switch between different characters’ stories. You can go from complete omniscience to a limited or close third point of view.

This latter strategy allows readers to have a greater understanding of a character and scenario by entering the characters’ thoughts, feelings, and experiences.

See also: How to Write a Book With No Experience for Beginners in 12 Steps

Writing from the third person point of view places the narrator above the action, creating a bird’s-eye-view of the story.

Because the narrator has nothing at stake, this perspective, combined with knowledge of at least one character’s thoughts in both omniscient and limited third person, lends the story a more authoritative, trustworthy tone.

Tips for Writing in Third 3 rd person

Before you begin writing your story, think about whether a third person perspective—limited, omniscient, or objective—will work best for it. Each has an advantage when it comes to narrative. Do you want the reader to remain in suspense and only learn what the main character discovers?

Next, write your story in a limited third person. Consider writing an epic narrative in the third person omniscient viewpoint, allowing your narrator to be all-knowing and featuring a big cast of people.

When using third-person pronouns such as “he,” “she,” “it,” or “they” instead of referring to specific characters by name, make sure to be consistent.

Every written work has a voice or point of view that appears to be directed specifically at the reader. This is not always possible, however, because academic writing is more objective than, example, a book.

Your academic work does not require you to “fluff” up your writing to inject your personality into it.

The purpose of academic writing is to consistently maintain a formal tone. Your next paper should be written to write in mind, rather than the writer or reader.

If you’ve only ever written in the first or second person, this is easier said than done. If you find yourself writing in the first person when writing your next paper, go back and alter it to a third-person perspective.

This is the point at which things become a little unclear. The key to writing in the third person is to use pronouns like they, it, he, or she. However, using them at the beginning of sentences can appear confusing and potentially mislead the reader, which is the last thing you want in your paper or essay.

Instead, consider using nouns at the beginning of sentences as an alternative. For example, when beginning a statement, use the actual subject—the writer or the interviewer—rather than he, she, or they.

See also:  15 Best Personal Finance Books for Freelance Writers

All academic writing, including reports, essays, and research papers, must be written in the present tense, especially when introducing new themes or discoveries.

As a result, you should write “This report analyzes” as if you are analyzing right now, rather than “This paper analyzed,” which appears to be correct because it occurred in the past and the writing is in the present.

The difference is that you should use the past tense when describing your research approach. This implies, for example, that you would use the third person to refer to “the equipment that was used” or “the results were analyzed by.”

If the topic of your report is something you are deeply interested in, it can be very tempting to include some of your own thoughts. Although you must coach yourself out of it.

In academic writing, you aren’t a commentator. You’re a reporter. It is important to let readers draw their conclusions without over-analyzing them or making the reader lean one way or another.

If you want to write from an objective point of view, see your characters as complete outsiders, keep in mind that your narrator is blind to their thoughts. As an outside observer, you can only tell the reader what you observe.

Write in a detailed style to convey emotions. Describing a character’s eyes and facial emotions can help to emphasize character growth, conflict, and plot development.

The third person uses pronouns such he, she, him, her, his, hers, himself, herself, it, them, their, and themselves. You may also use a name.

You is used in second person and is therefore not used in third person. The second person is used for the person that is being addressed.

The third-person point of view is aimed at the person or people being talked about, which is the type of writing you’d find in stories. When writing in third-person view, make sure to write in the present tense and avoid adding your own thoughts.

Writing in the third person in academic papers is easy to learn if you practice regularly and consistently. Examine and critique your work until it is regarded as the norm. Sure, it may be confusing at first, but you’ll rapidly learn the technique and be able to improve your papers and reports.

Keep in mind that the third-person narrator only knows what the character knows. Be aware of your characters’ limitations. Review your writing frequently to ensure that you haven’t given your characters information they shouldn’t have.

• Bibguru – how to write in 3rd person
• Masterclass – how to write in third 3rd person
• How To Write an Application Letter to Chicken Republic for a Job in Nigeria
• How To Write an Application Letter to Join a Church Choir in Nigeria
• How To Write an Application Letter For Daycare Teacher With No Experience in Nigeria
• How To Write an Application Letter for Public Relations Officer with no Experience in Nigeria

Related Posts

How to write a killer maid of honor speech from start to finish: free template, examples, & tips.

• August 28, 2024

How To Write a Statement of Interest with Examples: Rules, Tips & Template

How to write up a bill of sale: what it is, examples, & 6 steps to follow.

Samantha Putterman, PolitiFact Samantha Putterman, PolitiFact

Leave your feedback

• Copy URL https://www.pbs.org/newshour/politics/fact-checking-warnings-from-democrats-about-project-2025-and-donald-trump

Fact-checking warnings from Democrats about Project 2025 and Donald Trump

This fact check originally appeared on PolitiFact .

Project 2025 has a starring role in this week’s Democratic National Convention.

And it was front and center on Night 1.

WATCH: Hauling large copy of Project 2025, Michigan state Sen. McMorrow speaks at 2024 DNC

“This is Project 2025,” Michigan state Sen. Mallory McMorrow, D-Royal Oak, said as she laid a hardbound copy of the 900-page document on the lectern. “Over the next four nights, you are going to hear a lot about what is in this 900-page document. Why? Because this is the Republican blueprint for a second Trump term.”

Vice President Kamala Harris, the Democratic presidential nominee, has warned Americans about “Trump’s Project 2025” agenda — even though former President Donald Trump doesn’t claim the conservative presidential transition document.

“Donald Trump wants to take our country backward,” Harris said July 23 in Milwaukee. “He and his extreme Project 2025 agenda will weaken the middle class. Like, we know we got to take this seriously, and can you believe they put that thing in writing?”

Minnesota Gov. Tim Walz, Harris’ running mate, has joined in on the talking point.

“Don’t believe (Trump) when he’s playing dumb about this Project 2025. He knows exactly what it’ll do,” Walz said Aug. 9 in Glendale, Arizona.

Trump’s campaign has worked to build distance from the project, which the Heritage Foundation, a conservative think tank, led with contributions from dozens of conservative groups.

Much of the plan calls for extensive executive-branch overhauls and draws on both long-standing conservative principles, such as tax cuts, and more recent culture war issues. It lays out recommendations for disbanding the Commerce and Education departments, eliminating certain climate protections and consolidating more power to the president.

Project 2025 offers a sweeping vision for a Republican-led executive branch, and some of its policies mirror Trump’s 2024 agenda, But Harris and her presidential campaign have at times gone too far in describing what the project calls for and how closely the plans overlap with Trump’s campaign.

PolitiFact researched Harris’ warnings about how the plan would affect reproductive rights, federal entitlement programs and education, just as we did for President Joe Biden’s Project 2025 rhetoric. Here’s what the project does and doesn’t call for, and how it squares with Trump’s positions.

Are Trump and Project 2025 connected?

To distance himself from Project 2025 amid the Democratic attacks, Trump wrote on Truth Social that he “knows nothing” about it and has “no idea” who is in charge of it. (CNN identified at least 140 former advisers from the Trump administration who have been involved.)

The Heritage Foundation sought contributions from more than 100 conservative organizations for its policy vision for the next Republican presidency, which was published in 2023.

Project 2025 is now winding down some of its policy operations, and director Paul Dans, a former Trump administration official, is stepping down, The Washington Post reported July 30. Trump campaign managers Susie Wiles and Chris LaCivita denounced the document.

WATCH: A look at the Project 2025 plan to reshape government and Trump’s links to its authors

However, Project 2025 contributors include a number of high-ranking officials from Trump’s first administration, including former White House adviser Peter Navarro and former Housing and Urban Development Secretary Ben Carson.

A recently released recording of Russell Vought, a Project 2025 author and the former director of Trump’s Office of Management and Budget, showed Vought saying Trump’s “very supportive of what we do.” He said Trump was only distancing himself because Democrats were making a bogeyman out of the document.

Project 2025 wouldn’t ban abortion outright, but would curtail access

The Harris campaign shared a graphic on X that claimed “Trump’s Project 2025 plan for workers” would “go after birth control and ban abortion nationwide.”

The plan doesn’t call to ban abortion nationwide, though its recommendations could curtail some contraceptives and limit abortion access.

What’s known about Trump’s abortion agenda neither lines up with Harris’ description nor Project 2025’s wish list.

Project 2025 says the Department of Health and Human Services Department should “return to being known as the Department of Life by explicitly rejecting the notion that abortion is health care.”

It recommends that the Food and Drug Administration reverse its 2000 approval of mifepristone, the first pill taken in a two-drug regimen for a medication abortion. Medication is the most common form of abortion in the U.S. — accounting for around 63 percent in 2023.

If mifepristone were to remain approved, Project 2025 recommends new rules, such as cutting its use from 10 weeks into pregnancy to seven. It would have to be provided to patients in person — part of the group’s efforts to limit access to the drug by mail. In June, the U.S. Supreme Court rejected a legal challenge to mifepristone’s FDA approval over procedural grounds.

WATCH: Trump’s plans for health care and reproductive rights if he returns to White House The manual also calls for the Justice Department to enforce the 1873 Comstock Act on mifepristone, which bans the mailing of “obscene” materials. Abortion access supporters fear that a strict interpretation of the law could go further to ban mailing the materials used in procedural abortions, such as surgical instruments and equipment.

The plan proposes withholding federal money from states that don’t report to the Centers for Disease Control and Prevention how many abortions take place within their borders. The plan also would prohibit abortion providers, such as Planned Parenthood, from receiving Medicaid funds. It also calls for the Department of Health and Human Services to ensure that the training of medical professionals, including doctors and nurses, omits abortion training.

The document says some forms of emergency contraception — particularly Ella, a pill that can be taken within five days of unprotected sex to prevent pregnancy — should be excluded from no-cost coverage. The Affordable Care Act requires most private health insurers to cover recommended preventive services, which involves a range of birth control methods, including emergency contraception.

Trump has recently said states should decide abortion regulations and that he wouldn’t block access to contraceptives. Trump said during his June 27 debate with Biden that he wouldn’t ban mifepristone after the Supreme Court “approved” it. But the court rejected the lawsuit based on standing, not the case’s merits. He has not weighed in on the Comstock Act or said whether he supports it being used to block abortion medication, or other kinds of abortions.

Project 2025 doesn’t call for cutting Social Security, but proposes some changes to Medicare

“When you read (Project 2025),” Harris told a crowd July 23 in Wisconsin, “you will see, Donald Trump intends to cut Social Security and Medicare.”

The Project 2025 document does not call for Social Security cuts. None of its 10 references to Social Security addresses plans for cutting the program.

Harris also misleads about Trump’s Social Security views.

In his earlier campaigns and before he was a politician, Trump said about a half-dozen times that he’s open to major overhauls of Social Security, including cuts and privatization. More recently, in a March 2024 CNBC interview, Trump said of entitlement programs such as Social Security, “There’s a lot you can do in terms of entitlements, in terms of cutting.” However, he quickly walked that statement back, and his CNBC comment stands at odds with essentially everything else Trump has said during the 2024 presidential campaign.

Trump’s campaign website says that not “a single penny” should be cut from Social Security. We rated Harris’ claim that Trump intends to cut Social Security Mostly False.

Project 2025 does propose changes to Medicare, including making Medicare Advantage, the private insurance offering in Medicare, the “default” enrollment option. Unlike Original Medicare, Medicare Advantage plans have provider networks and can also require prior authorization, meaning that the plan can approve or deny certain services. Original Medicare plans don’t have prior authorization requirements.

The manual also calls for repealing health policies enacted under Biden, such as the Inflation Reduction Act. The law enabled Medicare to negotiate with drugmakers for the first time in history, and recently resulted in an agreement with drug companies to lower the prices of 10 expensive prescriptions for Medicare enrollees.

Trump, however, has said repeatedly during the 2024 presidential campaign that he will not cut Medicare.

Project 2025 would eliminate the Education Department, which Trump supports

The Harris campaign said Project 2025 would “eliminate the U.S. Department of Education” — and that’s accurate. Project 2025 says federal education policy “should be limited and, ultimately, the federal Department of Education should be eliminated.” The plan scales back the federal government’s role in education policy and devolves the functions that remain to other agencies.

Aside from eliminating the department, the project also proposes scrapping the Biden administration’s Title IX revision, which prohibits discrimination based on sexual orientation and gender identity. It also would let states opt out of federal education programs and calls for passing a federal parents’ bill of rights similar to ones passed in some Republican-led state legislatures.

Republicans, including Trump, have pledged to close the department, which gained its status in 1979 within Democratic President Jimmy Carter’s presidential Cabinet.

In one of his Agenda 47 policy videos, Trump promised to close the department and “to send all education work and needs back to the states.” Eliminating the department would have to go through Congress.

What Project 2025, Trump would do on overtime pay

In the graphic, the Harris campaign says Project 2025 allows “employers to stop paying workers for overtime work.”

The plan doesn’t call for banning overtime wages. It recommends changes to some Occupational Safety and Health Administration, or OSHA, regulations and to overtime rules. Some changes, if enacted, could result in some people losing overtime protections, experts told us.

The document proposes that the Labor Department maintain an overtime threshold “that does not punish businesses in lower-cost regions (e.g., the southeast United States).” This threshold is the amount of money executive, administrative or professional employees need to make for an employer to exempt them from overtime pay under the Fair Labor Standards Act.

In 2019, the Trump’s administration finalized a rule that expanded overtime pay eligibility to most salaried workers earning less than about $35,568, which it said made about 1.3 million more workers eligible for overtime pay. The Trump-era threshold is high enough to cover most line workers in lower-cost regions, Project 2025 said.

The Biden administration raised that threshold to $43,888 beginning July 1, and that will rise to $58,656 on Jan. 1, 2025. That would grant overtime eligibility to about 4 million workers, the Labor Department said.

It’s unclear how many workers Project 2025’s proposal to return to the Trump-era overtime threshold in some parts of the country would affect, but experts said some would presumably lose the right to overtime wages.

Other overtime proposals in Project 2025’s plan include allowing some workers to choose to accumulate paid time off instead of overtime pay, or to work more hours in one week and fewer in the next, rather than receive overtime.

Trump’s past with overtime pay is complicated. In 2016, the Obama administration said it would raise the overtime to salaried workers earning less than $47,476 a year, about double the exemption level set in 2004 of $23,660 a year.

But when a judge blocked the Obama rule, the Trump administration didn’t challenge the court ruling. Instead it set its own overtime threshold, which raised the amount, but by less than Obama.

Support Provided By: Learn more

Educate your inbox

Subscribe to Here’s the Deal, our politics newsletter for analysis you won’t find anywhere else.

Thank you. Please check your inbox to confirm.

Suggestions or feedback?

MIT News | Massachusetts Institute of Technology

• Machine learning
• Sustainability
• Black holes
• Classes and programs

Departments

• Aeronautics and Astronautics
• Brain and Cognitive Sciences
• Architecture
• Political Science
• Mechanical Engineering

Centers, Labs, & Programs

• Abdul Latif Jameel Poverty Action Lab (J-PAL)
• Picower Institute for Learning and Memory
• Lincoln Laboratory
• School of Architecture + Planning
• School of Engineering
• School of Humanities, Arts, and Social Sciences
• Sloan School of Management
• School of Science
• MIT Schwarzman College of Computing

Study reveals the benefits and downside of fasting

Press contact :, media download.

*Terms of Use:

Images for download on the MIT News office website are made available to non-commercial entities, press and the general public under a Creative Commons Attribution Non-Commercial No Derivatives license . You may not alter the images provided, other than to crop them to size. A credit line must be used when reproducing images; if one is not provided below, credit the images to "MIT."

Previous image Next image

Low-calorie diets and intermittent fasting have been shown to have numerous health benefits: They can delay the onset of some age-related diseases and lengthen lifespan, not only in humans but many other organisms.

Many complex mechanisms underlie this phenomenon. Previous work from MIT has shown that one way fasting exerts its beneficial effects is by boosting the regenerative abilities of intestinal stem cells, which helps the intestine recover from injuries or inflammation.

In a study of mice, MIT researchers have now identified the pathway that enables this enhanced regeneration, which is activated once the mice begin “refeeding” after the fast. They also found a downside to this regeneration: When cancerous mutations occurred during the regenerative period, the mice were more likely to develop early-stage intestinal tumors.

“Having more stem cell activity is good for regeneration, but too much of a good thing over time can have less favorable consequences,” says Omer Yilmaz, an MIT associate professor of biology, a member of MIT’s Koch Institute for Integrative Cancer Research, and the senior author of the new study.

Yilmaz adds that further studies are needed before forming any conclusion as to whether fasting has a similar effect in humans.

“We still have a lot to learn, but it is interesting that being in either the state of fasting or refeeding when exposure to mutagen occurs can have a profound impact on the likelihood of developing a cancer in these well-defined mouse models,” he says.

MIT postdocs Shinya Imada and Saleh Khawaled are the lead authors of the paper, which appears today in Nature .

Driving regeneration

For several years, Yilmaz’s lab has been investigating how fasting and low-calorie diets affect intestinal health. In a 2018 study , his team reported that during a fast, intestinal stem cells begin to use lipids as an energy source, instead of carbohydrates. They also showed that fasting led to a significant boost in stem cells’ regenerative ability.

However, unanswered questions remained: How does fasting trigger this boost in regenerative ability, and when does the regeneration begin?

“Since that paper, we’ve really been focused on understanding what is it about fasting that drives regeneration,” Yilmaz says. “Is it fasting itself that’s driving regeneration, or eating after the fast?”

In their new study, the researchers found that stem cell regeneration is suppressed during fasting but then surges during the refeeding period. The researchers followed three groups of mice — one that fasted for 24 hours, another one that fasted for 24 hours and then was allowed to eat whatever they wanted during a 24-hour refeeding period, and a control group that ate whatever they wanted throughout the experiment.

The researchers analyzed intestinal stem cells’ ability to proliferate at different time points and found that the stem cells showed the highest levels of proliferation at the end of the 24-hour refeeding period. These cells were also more proliferative than intestinal stem cells from mice that had not fasted at all.

“We think that fasting and refeeding represent two distinct states,” Imada says. “In the fasted state, the ability of cells to use lipids and fatty acids as an energy source enables them to survive when nutrients are low. And then it’s the postfast refeeding state that really drives the regeneration. When nutrients become available, these stem cells and progenitor cells activate programs that enable them to build cellular mass and repopulate the intestinal lining.”

Further studies revealed that these cells activate a cellular signaling pathway known as mTOR, which is involved in cell growth and metabolism. One of mTOR’s roles is to regulate the translation of messenger RNA into protein, so when it’s activated, cells produce more protein. This protein synthesis is essential for stem cells to proliferate.

The researchers showed that mTOR activation in these stem cells also led to production of large quantities of polyamines — small molecules that help cells to grow and divide.

“In the refed state, you’ve got more proliferation, and you need to build cellular mass. That requires more protein, to build new cells, and those stem cells go on to build more differentiated cells or specialized intestinal cell types that line the intestine,” Khawaled says.

Too much of a good thing

The researchers also found that when stem cells are in this highly regenerative state, they are more prone to become cancerous. Intestinal stem cells are among the most actively dividing cells in the body, as they help the lining of the intestine completely turn over every five to 10 days. Because they divide so frequently, these stem cells are the most common source of precancerous cells in the intestine.

In this study, the researchers discovered that if they turned on a cancer-causing gene in the mice during the refeeding stage, they were much more likely to develop precancerous polyps than if the gene was turned on during the fasting state. Cancer-linked mutations that occurred during the refeeding state were also much more likely to produce polyps than mutations that occurred in mice that did not undergo the cycle of fasting and refeeding.

“I want to emphasize that this was all done in mice, using very well-defined cancer mutations. In humans it’s going to be a much more complex state,” Yilmaz says. “But it does lead us to the following notion: Fasting is very healthy, but if you’re unlucky and you’re refeeding after a fasting, and you get exposed to a mutagen, like a charred steak or something, you might actually be increasing your chances of developing a lesion that can go on to give rise to cancer.”

Yilmaz also noted that the regenerative benefits of fasting could be significant for people who undergo radiation treatment, which can damage the intestinal lining, or other types of intestinal injury. His lab is now studying whether polyamine supplements could help to stimulate this kind of regeneration, without the need to fast.

“This fascinating study provides insights into the complex interplay between food consumption, stem cell biology, and cancer risk,” says Ophir Klein, a professor of medicine at the University of California at San Francisco and Cedars-Sinai Medical Center, who was not involved in the study. “Their work lays a foundation for testing polyamines as compounds that may augment intestinal repair after injuries, and it suggests that careful consideration is needed when planning diet-based strategies for regeneration to avoid increasing cancer risk.”

The research was funded, in part, by a Pew-Stewart Trust Scholar award, the Marble Center for Cancer Nanomedicine, the Koch Institute-Dana Farber/Harvard Cancer Center Bridge Project, and the MIT Stem Cell Initiative.

Share this news article on:

Press mentions, medical news today.

A new study led by researchers at MIT suggests that fasting and then refeeding stimulates cell regeneration in the intestines, reports Katharine Lang for Medical News Today . However, notes Lang, researchers also found that fasting “carries the risk of stimulating the formation of intestinal tumors.” 

Prof. Ömer Yilmaz and his colleagues have discovered the potential health benefits and consequences of fasting, reports Max Kozlov for Nature . “There is so much emphasis on fasting and how long to be fasting that we’ve kind of overlooked this whole other side of the equation: what is going on in the refed state,” says Yilmaz.

MIT researchers have discovered how fasting impacts the regenerative abilities of intestinal stem cells, reports Ed Cara for Gizmodo . “The major finding of our current study is that refeeding after fasting is a distinct state from fasting itself,” explain Prof. Ömer Yilmaz and postdocs Shinya Imada and Saleh Khawaled. “Post-fasting refeeding augments the ability of intestinal stem cells to, for example, repair the intestine after injury.” 

Previous item Next item

Related Links

• Omer Yilmaz
• Koch Institute
• Department of Biology

Related Topics

Related articles.

How early-stage cancer cells hide from the immune system

Study links certain metabolites to stem cell function in the intestine

Fasting boosts stem cells’ regenerative capacity

How diet influences colon cancer

More mit news.

A framework for solving parabolic partial differential equations

Read full story →

Designing better delivery for medical therapies

Making a measurable economic impact

Faces of MIT: Jessica Tam

First AI + Education Summit is an international push for “AI fluency”

President Kornbluth welcomes the Class of 2028

• More news on MIT News homepage →

Massachusetts Institute of Technology 77 Massachusetts Avenue, Cambridge, MA, USA

• Map (opens in new window)
• Events (opens in new window)
• People (opens in new window)
• Careers (opens in new window)
• Accessibility
• Social Media Hub
• MIT on Facebook
• MIT on YouTube
• MIT on Instagram

Transparency and communication are key to building successful research collaborations

Working together can make research stronger, but cooperation can be complicated. Here’s how to get the most out of collaboration

Vol. 54 No. 6 Print version: page 71

• Conducting Research
• Working as a Psychologist

As psychology’s prominence continues to grow, researchers are collaborating more both within the field and across disciplines. These collaborations can help psychologists reach a wider audience, have a bigger impact, and ultimately improve the work that’s being done.

But collaborations come with complications, such as managing team dynamics, communicating effectively, determining authorship, working across time zones, combining funding, and more. To make collaborations successful, researchers say communication and transparency are key.

Jay Van Bavel, PhD, a social psychologist at New York University, and Claire Robertson, a doctoral student in his lab, had an accidental success story of an interdisciplinary, international collaboration that highlighted what makes collaborations work. They had set out to study the effect of negative headlines on online news consumption. But after submitting their findings to the journal Nature Human Behaviour, they were shocked to receive an email from the journal that another set of researchers had submitted identical findings, using the same data set, within days of Van Bavel and Robertson’s submission.

To deal with this unusual situation, the journal editors asked both research teams if they’d be willing to jointly submit a manuscript. Van Bavel and Robertson agreed and found themselves unexpectedly collaborating with a team of computer scientists from Germany and Switzerland for the next 20 months.

The teams managed to mesh, with both sides genuinely excited about what the other could offer, ultimately publishing their paper in March ( Nature Human Behaviour , Vol. 7, 2023 ).

“It ended up being a really great collaboration,” Robertson said. “In the end, it made the paper 10 times stronger.”

Most people won’t form a partnership this way. But what made their cooperation work is common among successful research teams: communication, compromise, and enthusiasm for each other’s contributions.

Launching a collaboration

Collaborations, especially across disciplines or national boundaries, can be stressful, said Kim Gorgens, PhD, a rehabilitation psychologist at the University of Denver who is involved in several multidisciplinary projects with other researchers and community organizations in Colorado. “But the payout is so worth it,” Gorgens said. “The chance to reach another audience or to think about your results in a way that is informed by another lens is a way to stay more relevant as a psychologist.”

Some collaborations arise naturally out of networking at conferences or on academic listservs; in other cases, researchers go looking for them. Social media can be one place to connect: Researchers have found collaborators through Twitter and through blog posts. Combing through the scientific literature on a particular topic is another common method. “I’m a cold-caller,” Gorgens said.

Often, potential collaborations simmer for years before they come to fruition. Julie McCarthy, PhD, a psychologist at Mass General Brigham McLean, is an early career investigator midway through a National Institute on Drug Abuse K23 career development grant. McCarthy is part of active collaborations and is also working on building a network through trainings, workshops, and other one-off activities to lay the foundation for future ones.

“Some of the advice I’ve gotten is that it’s really important that you like and trust the people you’re working with,” she said. “It’s a nice way to test the waters with respect to the type of work people are doing, how they think about these research and clinical issues, and whether they are excited about the same things that you are.”

When first working with someone, it’s important to make sure you’re on the same page. One way to do that is to develop what Howard Gadlin, PhD, a psychologist and retired ombuds for the National Institutes of Health, calls a “scientific prenup.” By laying out basic parameters about authorship, data handling, decision-making processes, and goals, researchers can avoid conflict in the long run, Gadlin said.

“When some people first hear about this idea, their reaction is, ‘If I ask people to have a prenup, they will think I don’t trust them,’” he said. “But the prenup is exactly the basis for establishing trust, because you detail your expectations of one another and divide up roles and responsibilities.”

Common sticking points often emerge around credit and authorship, Gadlin said. In the case of Robertson and Van Bavel, figuring out how to handle who would be first author and senior author was one of the foremost orders of business, especially given the importance of first-author publications for graduate students like Robertson. (The team settled on joint first authorship for Robertson and her German counterpart.)

Examples and templates for collaboration agreements are available at multiple organizations, including the Psychological Science Accelerator and ManyBabies , an open science consortium for infant research. “Transparency and clarity are the two big things we try to live by,” said Heidi Baumgartner, PhD, a developmental psychologist at Stanford University, the codirector of the Stanford Big Team Science Lab, and the executive director of ManyBabies. “Whatever the expectations are, just write them down and make that available to everyone.”

Navigating compromise and cooperation

One of the big challenges in multidisciplinary collaborations is talking across fields—and adjusting to the norms of a different discipline. Diversity of educational background and experience positively influences team creativity, said Roni Reiter-Palmon, PhD, an industrial-organizational psychologist at the University of Nebraska Omaha who collaborates with researchers from medical science and engineering. Her collaborators read different journals, attend different conferences, and use different analysis methods. “They bring a wealth of information that I would not normally see, and I bring to them information that they would not normally see,” she said.

Finding a shared vocabulary is key to mining these various perspectives. Different fields may use terminology in different ways, so it’s important to be clear about definitions, Reiter-Palmon said. It is also important to step outside the norms of psychology to understand the goals and needs of other fields. For example, does an article in a psychology journal benefit a computer scientist when it comes time for them to apply for tenure? Is everyone growing professionally from their role on the team? Is there a way to design goals that will work for everyone? Is the team prioritizing voices of early-career researchers and researchers from marginalized backgrounds, who might lack the status of more established or White scientists? Is there input from community partners? Psychologists’ expertise in issues of diversity, equity, and inclusion often makes them a good point person for navigating these questions, Gorgens said.

And then there are the practicalities: How will your team schedule meetings, jointly edit manuscripts, and share data? These issues become particularly important for international collaborations. For example, to be fair to team members in different time zones, it might be important to rotate through different meeting times so one group isn’t always stuck logging in to Zoom during nonwork hours. “You have to adjust,” said Pina Marsico, PhD, a developmental and educational psychologist at the University of Salerno and the president-elect of APA’s Division 52 (International Psychology).

When collaborating internationally, it’s also important to avoid doing scientific tourism or parachute science, Marsico said, which is typically defined as dropping into a foreign location for one’s own benefit, without engaging with the knowledge of local scientists and stakeholders. The best international projects grow out of strong ties with researchers in other countries and mutual benefit. In Europe, Latin America, and Asia, the Kitchen Seminar Network  aims to build these kinds of ties by pairing mentees with mentors from other nations so that students start working across borders from the master’s level onward. Marsico is working on a similar, multidisciplinary network for the Southern Hemisphere called the Global South Network.

These considerations can also be important in domestic research. McCarthy is working on a proposal for a project to implement Community Reinforcement and Family Training (CRAFT), a program for loved ones of people with substance use disorders, at the Northern Navajo Medical Center in Shiprock, New Mexico, which grew out of volunteer work she did at the center. Shiprock is within the Navajo Nation, so it was important to avoid a colonialist model of introducing a program that the community didn’t want, McCarthy said.

“I’m very mindful of collaborating with communities that may have had experience with research colonialism and want to make sure that anything I would be doing with them is coming from an identified need from within that community,” she said. On-the-ground collaborators can also be invaluable for logistics, such as working out ways programs can be delivered within their specific organization.

While planning ahead and thinking through workflow issues can head off many problems, disagreements may still arise. In those cases, facilitated or mediated discussions can be helpful, Gadlin said.

“Many universities have either an ombudsperson or other conflict-resolution program, and, of course, there are mediators in the private sector,” he said. “I’ve always been a big believer that facilitated conversation is a reasonable way to address conflicts.” Some collaborations might choose a neutral arbiter and agree ahead of time to follow that person’s decision about a conflict. Others set up a majority-minority opinion process, much like the U.S. Supreme Court: If there are dissenting opinions within the group about the interpretation of the results, those researchers get the chance to publish a “minority opinion” as a supplement or special section of the final research paper. Sometimes just knowing that that is an option heads off arguments, Baumgartner said, because everyone knows their voice will ultimately be heard.

And sometimes conflict is the starting point for collaboration. Adversarial collaboration, first developed over two decades ago by Nobel laureate Daniel Kahneman, PhD, a psychologist and professor emeritus at Princeton University, is when scientists with opposing theoretical views conduct experiments jointly. This forces transparency in methods and rigor from the beginning of a study and can avoid years of back-and-forth and criticism between teams working separately. Kahneman and his first adversarial collaborators, Thomas Gilovich and Victoria Medvec, published their research on the experience of regret in 1998, finding that both sides were a little bit right ( Psychological Review , Vol. 105, No. 3 ). The Adversarial Collaboration Project at the University of Pennsylvania supports these types of research partnerships, which are still rare.

Reaping the benefits

There are often structural barriers to collaborations, especially collaborating across disciplines. It can be hard to move money from one department to another, Gorgens said, complicating funding issues. Funding structures aren’t often set up to distribute small amounts of money to multiple labs, Baumgartner said, meaning a lot of big team science in psychology relies on volunteer efforts and researchers piggybacking experiments onto projects they already have running. Rigid rules around authorship and credit can also de-incentivize working together. To simplify the process, Baumgartner and her colleagues are advocating for the standard use of the Contributor Roles Taxonomy , a system for divvying up credit refined by the Consortia Advancing Standards in Research Administration Information and the National Information Standards Organization.

“Every chance we get, we’re trying to bring up these points with more senior people in the field with power on hiring and tenure committees to help those people understand the benefits and importance of participating in big team research,” Baumgartner said. In her field, which relies on infant research, the biggest benefit is data pooling. Infant participants are hard to recruit and not always cooperative in the lab, so many infant studies have tiny sample sizes. By letting a network of labs share their data, these team science collaborations enable much larger samples.

Collaborations often lead to other benefits and partnerships. Vicki Gier, PhD, an experimental psychologist in memory and cognition at Mississippi State University–Meridian, began working with researchers at other institutes more than 15 years ago to deliver distance research talks to her psychology students, who, given the small department and campus, otherwise would have very limited exposure to the work of academic psychologists. That effort has now expanded internationally, with researchers from Germany, Thailand, and the Philippines giving lectures on their work. It has been a boon to Gier’s work, too.

“I also am collaborating with people now that I never would have known before if I hadn’t had the opportunity of meeting them through this,” said Gier, who presented on the effort at APA 2023.

Gorgens’ work with the local criminal justice system and legislative advocates has contributed to real-world change. In 2021, the Colorado governor signed into law S.B. 21-138, requiring screening and support for brain injury in people involved with the criminal justice system, an effort spearheaded by community advocate Marchell Taylor, who was incarcerated at the time and who was a community stakeholder in Gorgens’s research team. Soon after, a survivor of intimate partner violence (IPV) named Melissa Bickford contacted Gorgens about advocating for a similar bill for people who had experienced IPV. Gorgens was able to act as a node in a network, connecting Bickford to Taylor for mentorship. Colorado S.B. 22-057, which created a task force to begin a brain-injury screening program for survivors of IPV, passed in 2022.

“It’s harder to do the work. It’s certainly more fraught with hurdles and stress than collaborating with colleagues next door,” Gorgens said. “But my advice would be that it’s worth it, so hang in there.”

Further reading

How to build up big team science: A practical guide for large-scale collaborations Baumgartner, H. A., et al., Royal Society Open Science , 2023

Adversarial collaboration Rakow, T., In O’Donohue, W., et al. (Eds.), Avoiding Questionable Research Practices in Applied Psychology, Springer, 2022

Ghosted in science: How to move on when a potential collaborator suddenly stops responding Simha, A., Nature , May 26, 2023

TSAG pilot Implementation study of team science trainings and interventions University of Wisconsin Institute for Clinical and Translational Research

Enhancing the effectiveness of team science Cooke, N. J., & Hilton, M. L. (Eds.), The National Academies Press, 2015

Six Things Psychologists are Talking About

The APA Monitor on Psychology ® sister e-newsletter offers fresh articles on psychology trends, new research, and more.

Welcome! Thank you for subscribing.

Speaking of Psychology

Subscribe to APA’s audio podcast series highlighting some of the most important and relevant psychological research being conducted today.

Subscribe to Speaking of Psychology and download via:

Contact APA

You may also like.

• Skip to main content
• Skip to FDA Search
• Skip to in this section menu
• Skip to footer links

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

U.S. Food and Drug Administration

•   Search
•   Menu
• News & Events
• FDA Newsroom
• Press Announcements

FDA Approves and Authorizes Updated mRNA COVID-19 Vaccines to Better Protect Against Currently Circulating Variants

FDA News Release

Today, the U.S. Food and Drug Administration approved and granted emergency use authorization (EUA) for updated mRNA COVID-19 vaccines (2024-2025 formula) to include a monovalent (single) component that corresponds to the Omicron variant KP.2 strain of SARS-CoV-2. The mRNA COVID-19 vaccines have been updated with this formula to more closely target currently circulating variants and provide better protection against serious consequences of COVID-19, including hospitalization and death. Today’s actions relate to updated mRNA COVID-19 vaccines manufactured by ModernaTX Inc. and Pfizer Inc.

In early June, the FDA advised manufacturers of licensed and authorized COVID-19 vaccines that the COVID-19 vaccines (2024-2025 formula) should be monovalent JN.1 vaccines. Based on the further evolution of SARS-CoV-2 and a rise in cases of COVID-19, the agency subsequently determined and advised manufacturers that the preferred JN.1-lineage for the COVID-19 vaccines (2024-2025 formula) is the KP.2 strain, if feasible.

“Vaccination continues to be the cornerstone of COVID-19 prevention,” said Peter Marks, M.D., Ph.D., director of the FDA’s Center for Biologics Evaluation and Research. “These updated vaccines meet the agency’s rigorous, scientific standards for safety, effectiveness, and manufacturing quality. Given waning immunity of the population from previous exposure to the virus and from prior vaccination, we strongly encourage those who are eligible to consider receiving an updated COVID-19 vaccine to provide better protection against currently circulating variants.”

The updated mRNA COVID-19 vaccines include Comirnaty and Spikevax, both of which are approved for individuals 12 years of age and older, and the Moderna COVID-19 Vaccine and Pfizer-BioNTech COVID-19 Vaccine, both of which are authorized for emergency use for individuals 6 months through 11 years of age.

What You Need to Know

• Unvaccinated individuals 6 months through 4 years of age are eligible to receive three doses of the updated, authorized Pfizer-BioNTech COVID-19 Vaccine or two doses of the updated, authorized Moderna COVID-19 Vaccine.
• Individuals 6 months through 4 years of age who have previously been vaccinated against COVID-19 are eligible to receive one or two doses of the updated, authorized Moderna or Pfizer-BioNTech COVID-19 vaccines (timing and number of doses to administer depends on the previous COVID-19 vaccine received).
• Individuals 5 years through 11 years of age regardless of previous vaccination are eligible to receive a single dose of the updated, authorized Moderna or Pfizer-BioNTech COVID-19 vaccines; if previously vaccinated, the dose is administered at least 2 months after the last dose of any COVID-19 vaccine.
• Individuals 12 years of age and older are eligible to receive a single dose of the updated, approved Comirnaty or the updated, approved Spikevax; if previously vaccinated, the dose is administered at least 2 months since the last dose of any COVID-19 vaccine.
• Additional doses are authorized for certain immunocompromised individuals ages 6 months through 11 years of age as described in the Moderna COVID-19 Vaccine and Pfizer-BioNTech COVID-19 Vaccine fact sheets.

Individuals who receive an updated mRNA COVID-19 vaccine may experience similar side effects as those reported by individuals who previously received mRNA COVID-19 vaccines and as described in the respective prescribing information or fact sheets. The updated vaccines are expected to provide protection against COVID-19 caused by the currently circulating variants. Barring the emergence of a markedly more infectious variant of SARS-CoV-2, the FDA anticipates that the composition of COVID-19 vaccines will need to be assessed annually, as occurs for seasonal influenza vaccines.

For today’s approvals and authorizations of the mRNA COVID-19 vaccines, the FDA assessed manufacturing and nonclinical data to support the change to include the 2024-2025 formula in the mRNA COVID-19 vaccines. The updated mRNA vaccines are manufactured using a similar process as previous formulas of these vaccines. The mRNA COVID-19 vaccines have been administered to hundreds of millions of people in the U.S., and the benefits of these vaccines continue to outweigh their risks.

On an ongoing basis, the FDA will review any additional COVID-19 vaccine applications submitted to the agency and take appropriate regulatory action.

The approval of Comirnaty (COVID-19 Vaccine, mRNA) (2024-2025 Formula) was granted to BioNTech Manufacturing GmbH. The EUA amendment for the Pfizer-BioNTech COVID-19 Vaccine (2024-2025 Formula) was issued to Pfizer Inc.

The approval of Spikevax (COVID-19 Vaccine, mRNA) (2024-2025 Formula) was granted to ModernaTX Inc. and the EUA amendment for the Moderna COVID-19 Vaccine (2024-2025 Formula) was issued to ModernaTX Inc.

Related Information

• Comirnaty (COVID-19 Vaccine, mRNA) (2024-2025 Formula)
• Spikevax (COVID-19 Vaccine, mRNA) (2024-2025 Formula)
• Moderna COVID-19 Vaccine (2024-2025 Formula)
• Pfizer-BioNTech COVID-19 Vaccine (2024-2025 Formula)
• FDA Resources for the Fall Respiratory Illness Season
• Updated COVID-19 Vaccines for Use in the United States Beginning in Fall 2024
• June 5, 2024, Meeting of the Vaccines and Related Biological Products Advisory Committee

The FDA, an agency within the U.S. Department of Health and Human Services, protects the public health by assuring the safety, effectiveness, and security of human and veterinary drugs, vaccines and other biological products for human use, and medical devices. The agency also is responsible for the safety and security of our nation’s food supply, cosmetics, dietary supplements, radiation-emitting electronic products, and for regulating tobacco products.

Office of the CIO

Guidelines for data classification.

The purpose of this guideline is to establish a framework for classifying institutional data based on its level of sensitivity, value, and criticality to the university as required by the university's Information Security Policy. Classification of data will aid in determining baseline security controls for the protection of data.

This policy applies to all faculty, staff, students, and third-party agents of the university and any other university affiliate authorized to access institutional data. In particular, this guideline applies to those who are responsible for classifying and protecting institutional data, as defined by Information Security Roles and Responsibilities .

Note : This Guideline applies to all operational and research data.

Definitions

The definitions below are for use within the Guidelines for Data Classification. An affiliate is anyone associated with the university, including students, staff, faculty, emeritus faculty, and any sponsored guests. Most individuals affiliated with the university have an Andrew userID.

Confidential data is a generalized term typically representing data classified as restricted according to the data classification scheme defined in this guideline. This term is often used interchangeably with sensitive data.

A data steward is a senior-level employee of the university who oversees the lifecycle of one or more sets of institutional data. See the   Information Security Roles and Responsibilities   for more information.

Institutional data is defined as all data owned or licensed by the university. 

Non-public information is defined as any information that is classified as private or restricted information according to the data classification scheme defined in this guideline.

Sensitive data is a generalized term typically representing data classified as restricted according to the data classification scheme defined in this guideline. This term is often used interchangeably with confidential data.

Data Classification

Data classification, in the context of information security, is the classification of data based on its level of sensitivity and the impact to the university should that data be disclosed, altered, or destroyed without authorization. Data classification helps determine what baseline security controls are appropriate for safeguarding that data. All institutional data should be classified into one of four sensitivity levels or classifications:

Classification of data should be performed by an appropriate data steward. Data stewards are senior-level university employees who govern the lifecycle of one or more sets of institutional data. See Information Security Roles and Responsibilities for more information on the data steward role and associated responsibilities.

Visit the Data Classification Workflow for a process on how to classify data.

Data Collections

Data stewards may wish to assign a single classification to a collection of data that is common in purpose or function. When classifying a data collection, the most restrictive classification of any of the individual data elements should be used. For example, if a data collection consists of a student's name, CMU email address, and social security number, the data collection should be classified as restricted even though the student's name and CMU email address may be considered public information.

Reclassification

Periodically, it is important to reevaluate the classification of institutional data to ensure the assigned classification is still appropriate based on changes to legal and contractual obligations as well as changes in the use of the data or its value to the university. This evaluation should be conducted by the appropriate data steward. Conducting an evaluation on an annual basis is encouraged; however, the data steward should determine what frequency is most appropriate based on available resources. If a data steward determines that the classification of a certain data set has changed, an analysis of security controls should be performed to determine whether existing controls are consistent with the new classification. If gaps are found in existing security controls, they should be corrected in a timely manner, commensurate with the level of risk presented by the gaps.

Calculating Classification

The goal of information security, as stated in the university's Information Security Policy, is to protect the confidentiality, integrity, and availability of institutional data. Data classification reflects the level of impact to the university if confidentiality, integrity, or availability is compromised.

Unfortunately, there is no perfect quantitative system for calculating the classification of a particular data element. In some situations, the appropriate classification may be more obvious, such as when federal laws require the university to protect certain types of data (e.g., personally identifiable information). If the appropriate classification is not inherently obvious, consider each security objective using the following table as a guide. It is an excerpt from  Federal Information Processing Standards (FIPS) publication 199 , published by the National Institute of Standards and Technology, which discusses the categorization of information and information systems.

As the total potential impact on the university increases from low to high, data classification should become more restrictive, moving from public to restricted . If an appropriate classification is still unclear after considering these points, contact the Information Security Office for assistance.

Appendix A: Predefined Types of Restricted Information

The Information Security Office and the Office of General Counsel have defined several types of Restricted data based on state and federal regulatory requirements. This list does not encompass all types of restricted data. Predefined types of restricted information are defined as follows:

• Data Classification Workflow [pdf]
• Data Classification Workflow [text version]
• Data Stewardship Council
• Information Security Office
• Roles and Responsiblities

Revision History