Academic writing seeks to be objective – removed from personal expression, feelings or opinions. Similarly, much essay and report writing requires objective presentation of data and ideas.
However, sometimes you will be asked for your conclusions or opinions, which should be expressed clearly as your own. Avoid using generalisations such as, ‘It is obvious that…’, or ‘As everybody knows…’ Common sense or ‘universal’ knowledge is not academic evidence.
What is objective language?
Compare the following two paragraphs (University of Adelaide, 2009) in terms of the language expressed in each one.
Subjective paragraph
Indeed, there are countless values that are shared by our Australian community and which are extremely relevant to the life-threatening issue of compulsory childhood immunisation. Of course, the protection of the health and well-being of Australian kids must be a shared response. Obviously, they are such vulnerable creatures who cannot protect themselves and it is the full responsibility of the Australian community to stop endangering their fragile lives. Mandatory childhood immunisation policy is definitely consistent with the view we share as Australians, that is, our children’s healthcare is a total priority. Clearly, if childhood immunity is not vigorously promoted across Australia, then all our children will contract ghastly vaccine preventable diseases leading to death!! So, enforcing childhood immunisation programs TODAY is the only logical way for us to watch over the precious youth of our nation.
These highlighted words and phrases include (in order): personal language, judgement, colloquialism, assumption, emotive drama, assumption, emotive, spoken language, exclamation marks, capitalisation, and lastly, emotive language again.
This paragraph uses judgmental and opinionated language, such as ‘must be’, ‘of course’, ‘obviously’, which is acceptable in conversation, but in academic language this would not be expected. Also, there is no sound evidence backing up the writer’s claims.
Objective paragraph
There are a number of values that are shared by the Australian community and which are relevant to the issue of compulsory childhood immunisation. The protection of the health and well-being of Australian children should be a shared response (Australian Government, 2007). Children can be seen as potentially vulnerable individuals who do not have the capacity to protect and promote their own healthcare, and it is therefore the responsibility of the state and the Australian community at large to behave in ways that do not endanger their lives. It can be argued that a mandatory childhood immunisation policy would be consistent with the view shared by many Australians, that is, children’s healthcare needs should be considered a priority (Anton et al., 2005, p.24). If childhood immunity is not promoted across Australia, then children may become at risk of contracting a variety of vaccine-preventable diseases leading to possible death (Gray & Davies, 2004, p.201). Enforcing timely childhood immunisation programs, therefore, would be highly beneficial for protecting the youth of this nation.
These highlighted words and phrases include (in order): clear topic sentence, factual evidence, non judgmental, fair and accurate, tentative statement, more factual evidence, and then a final impersonal recommendation.
This second paragraph is more cautious in the claims it makes using objective language such as ‘can be seen’ or ‘it can be argued’. Also, the writer has included evidence (in-text citations) to back up any claims made in the text.
Developing objective language
Reserve judgement
AVOID personal judgement | USE words referring to the evidence |
I think | From examining the findings, |
I feel | In light of the evidence, |
I believe | From previous research, |
I am convinced that | Considering the results, |
I disliked | According to the figures, |
I liked | As shown in the diagram, |
I agree | It is evident from the data that |
I disagree | The literature suggests |
I am sure that | Given this information, |
It is my belief that | Some theorists argue that |
(Source: Unilearning, 2000)
'It' statements
‘It’ statements can replace the personal pronoun ‘I’ and help you substitute phrases such as “I think…” to make your ideas sound more objective and formal.
For example:
It might be thought that…
It could be perceived that…
It is often argued that…
It is interesting to note that…
It would seem that…
It tends to be the case that…
It could be concluded that…
Activity: Impersonal language
When writing academic language, you are rarely asked to use the first person (I) unless you have to produce reflective writing based on your placement experience. Therefore, using the passive voice or ‘it’ statements’ can help you to express ideas more objectively.
For example,
Personal judgement:
I believe that dark chocolate has multiple health benefits.
Objective (detached) statement:
It has been suggested that dark chocolate has multiple health benefits.
It would also be expected that the objective statement is supported by evidence from research.
Activity: from personal to impersonal
This exercise allows you to practise using objective academic language. There is no absolutely ‘correct’ response, but a link to possible answers is provided.
Change the following sentences to remove the personal pronoun ‘I’ and other non-objective language elements.
- I interviewed several film directors over a period of five weeks.
- I think that all rabbits should be immunised against the Calici virus.
- I got lots of people to fill in my survey.
- I am convinced from my survey results that the Prime Minister should avoid swimming in public.
Answers: Impersonal language
Remember, these are possible answers, and not the only possible correct response.
Avoiding personal language
- Several film directors were interviewed over a period of five weeks.
- Upon examination of the findings, rabbits should be immunised against the Calici virus.
- Many people completed the survey.
- The survey results indicate that the Prime Minister should avoid swimming in public.
Activity: Biased language
Bias can infer prejudice towards or assumptions about a specific group, or expressing unfair characterisation that perpetuates stereotypes. In your writing, you need to be sensitive to racial, ethnic, age, religious, socioeconomic, political, occupational, and gender groups.
Also, bias refers to making judgments about people or events that are generalised and are not supported by evidence. Objective language in academic writing avoids ‘blanket statements’ and is more cautious in its expression on facts.
Biased statement:
Dark chocolate should be a regular part of the diet of the common man.
Objective statement:
It is evident from the data that dark chocolate could be a useful regular inclusion in the human diet.
Activity: From biased to fair
This exercise allows you to practise using objective academic language. There is no absolutely ‘correct’ response, but a link to possible answers is provided.
Convert these biased sentences into unbiased ones:
- The average university student is anxious about his marks.
- The Sydney Gay Lesbian Mardi Gras is always a popular event for young people.
- Sean Connery, despite being elderly, maintains a strong acting career.
- Even though all Australian nurses follow the Code of Ethics, if they don’t use their common sense, hospital patients will not be safe.
Answers: Biased language
Remember, these are possible answers, and not the only possible correct response.
Avoiding biased language
- The average university student is anxious about marks.
- The Sydney Gay Lesbian Mardi Gras could be perceived as a popular event for young people.
- Sean Connery, now in his eighties, maintains a strong acting career.
- Even though it is expected that Australian nurses apply the Code of Ethics in their work, common sense can also assist in hospital patient safety.
Activity: Emotive language
This style of writing appeals to the emotions of the reader using exaggeration and other methods to achieve an emotional response. Even though this is a form of persuasive writing, commonly used in journalism, academic writing uses evidence and merits to persuade the reader rather than emotion.
Emotional statement:
There is a shocking link between the overconsumption of dark chocolate and horrifying cases of severe indigestion.
Objective statement:
According to research, there is a link between the overconsumption of dark chocolate and indigestion.
Activity: Emotion-free writing
This exercise allows you to practise using objective academic language. There is no absolutely ‘correct’ response, but a link to possible answers is provided.
Remove the emotional tones from the sentences below.
- Good quality teachers are being prevented from helping their poor students from achieving their best through the introduction of this overly bureaucratic program.
- It’s thoroughly amusing that staff at the Flockful Hotel were terrorised recently by a group of threatening seagulls.
- Amazingly, the scorching temperatures only managed to fry some of the fragile leaves on the rare and extraordinary Truffula tree.
- The crazy importation of chocolate dipped potato chips has led to a shopping frenzy at all quality supermarkets.
Answers: Emotive language
Remember, these are possible answers, and not the only possible correct response.
- Teachers are being challenged by the bureaucratic elements of this program, which they feel inhibit their abilities to support their students effectively.
- Some people may be amused to know that staff at the Flockful Hotel were seemingly frightened recently by a group of seagulls.
- It was seen as surprising that the extremely hot temperatures only managed to burn some of the leaves on the rare Truffula tree.
- The importation of chocolate dipped potato chips has led to a marked increase in purchases at supermarkets.
Download a helpsheet to read more:
- Writing in an Academic Style – Covers objectivity, tense, formal language, clarity, and cautious language
- Writing in the Third Person – Covers voice and objectivity in academic writing