What is it about?
This study looks at how different generations of linguists use language to express their professional identities in their academic writing. It compares the writing of linguists at the beginning and end of their careers, examining how they use different types of words and structures—like statements, questions, or words that express possibility or judgment. The linguists are divided into three groups based on when they were born, spanning from 1905 to 1960, and the study tracks changes in their writing style over time. The findings show that younger, early-career linguists tend to use more expressive and evaluative language compared to their later writings. As these linguists grow older and more experienced, their style becomes less evaluative. The study also notes that the way linguists use evaluative language has gradually decreased over time across the field, suggesting shifts in how linguists present themselves in writing as the norms of academic writing evolve. This indicates that how linguists write to express their professional identity changes not only with age but also with changing times and academic conventions.
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Why is it important?
This research is important because it shows how the way linguists write changes over time and how these changes reflect broader trends in academic writing. By understanding these trends, we can better appreciate how academic norms and expectations have evolved and continue to evolve. This is crucial for both current and future academics as it helps them navigate the expectations of their field. Additionally, it highlights the dynamic nature of scholarly identity, which is shaped by both the individual’s career stage and the changing standards of their discipline. This understanding can guide academics in how they present their work to meet the professional standards of their time.
Perspectives
As someone deeply immersed in the world of linguistics and academic writing, I find the findings of this study particularly compelling. Over the years, I've witnessed firsthand the shifts in how we present our scholarly identities through writing. This research resonates with my observations that the language we use in academic papers isn't just about conveying information but also about crafting an image of ourselves as scholars. Understanding these evolving trends is crucial for me as it directly impacts how I approach my own writing and how I guide my students in theirs. It’s fascinating to see evidence that younger academics start their careers using more expressive and evaluative language, something I’ve noticed in my journey and that of my peers. This tends to change as they gain more experience and as the academic community's preferences evolve. These insights not only help in adapting our writing practices to be more aligned with contemporary standards but also enrich our understanding of the academic dialogue as a reflection of broader cultural and intellectual shifts. This study highlights the importance of being aware of these trends for anyone involved in academic writing, whether they are novices just beginning their careers or seasoned professionals reflecting on their evolution as scholars. For me, it reaffirms the dynamic interplay between individual development and collective tradition in our field, a theme that remains central to my work and teaching.
Dr. Valentina Concu
Universidad del Norte
Read the Original
This page is a summary of: Academic writing and identity: evaluative discourse in academic papers across cohorts of 20th century linguists, Journal of Historical Sociolinguistics, April 2024, De Gruyter,
DOI: 10.1515/jhsl-2022-0034.
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