Most academic writing in the UK is expected to be in the third person, giving it an objective, formal tone. Switching from everyday first-person writing to academic third person trips up many students. This complete guide explains what third-person academic writing is, why it is used, how to convert first-person sentences, and when the first person is actually acceptable.
What Is Third-Person Writing?
Third-person writing avoids “I”, “we” and “you”, focusing on the subject rather than the writer. Instead of “I think the data shows”, you write “the data indicates”. It creates an objective, formal academic tone.
For further guidance on how to write in the third person, visit the Prospects guide to studying in the UK — a trusted resource for UK students and graduates.
Why Academic Writing Uses It
The third person keeps the focus on evidence and argument rather than personal opinion, signalling objectivity and authority. It is the default expectation in most UK essays, reports and dissertations.
Converting First to Third Person
✓ “I will argue” → “This essay argues”.
✓ “I found” → “The study found”.
✓ “I think” → “It can be argued that”.
✓ “You can see” → “It is evident that”.
Keeping It Objective
Replace personal phrasing with constructions centred on the evidence, the text or the study. Avoid emotive language and unsupported opinion; let the argument and evidence carry the point. This is the heart of an objective academic voice.
When First Person Is Acceptable
The first person is increasingly accepted in reflective writing and some qualitative research, where your own role is relevant. Always check your discipline and brief — nursing reflections often use “I”, while a lab report usually does not. See our reflective writing guide.
Common Mistakes and Tips
✓ Slipping into “you”.
✓ Awkward over-formal constructions.
✓ Using first person where it is not allowed.
✓ Hidden opinion. Tip: centre sentences on the evidence, and check your brief for whether the first person is permitted.
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Frequently Asked Questions
What is third-person academic writing?
Writing that avoids “I”, “we” and “you”, focusing on the subject for an objective tone.
Why is the third person used in academic writing?
It keeps the focus on evidence and argument, signalling objectivity.
How do I convert first person to third person?
Replace “I argue” with “this essay argues”, “I found” with “the study found”, and so on.
Is the first person ever allowed?
Yes — in reflective writing and some qualitative research; check your brief.
Should a lab report use the first person?
Usually no — lab reports favour the third person and passive voice.
Can nursing reflections use “I”?
Often yes — reflective accounts commonly use the first person.
How do I keep writing objective?
Centre sentences on the evidence and avoid emotive, unsupported opinion.
What is the most common mistake?
Accidentally slipping into “you” or using the first person where it is not allowed.
Related Study Guides
How to Write an Essay • How to Write a Reflective Essay • How to Structure an Essay • How to Proofread an Essay
Third Person Academic Writing: Complete UK Examples by Discipline
Converting from first person to third person academic writing requires practice. Here are discipline-specific before-and-after examples that UK students can use as models:
Business and Management
| First Person (Avoid) | Third Person Academic (Use) |
|---|---|
| “I think that Brexit had a significant impact on UK small businesses.” | “Brexit demonstrably affected UK small businesses, with the Federation of Small Businesses (2022) reporting that 43% experienced increased administrative costs post-2021.” |
| “In my view, Apple’s marketing strategy is the most effective in the tech sector.” | “Apple’s marketing strategy has been characterised as among the most effective in the technology sector, evidenced by its consistent premium pricing power and brand loyalty metrics (Kotler and Keller, 2021).” |
| “I found that the survey results supported my hypothesis.” | “The survey data supported the hypothesis that employee engagement correlates positively with productivity, consistent with the findings of Harter et al. (2020).” |
Psychology
| First Person (Avoid) | Third Person Academic (Use) |
|---|---|
| “I believe that attachment theory explains why children develop anxiety.” | “Bowlby’s (1969) attachment theory provides a framework for understanding the developmental origins of anxiety in children.” |
| “My results showed that sleep deprivation affects memory.” | “The results indicated a statistically significant effect of sleep deprivation on recall accuracy (p<0.05), consistent with existing literature on memory consolidation during REM sleep (Walker, 2017).” |
Nursing and Healthcare
| First Person (Avoid) | Third Person Academic (Use) |
|---|---|
| “I assessed the patient and found signs of deterioration.” | “Assessment of the patient revealed signs consistent with clinical deterioration, including an elevated NEWS2 score of 7 and a change in consciousness level.” |
| “I think nurses should use evidence-based practice.” | “The NMC Code (2018) mandates that registered nurses practise in accordance with the best available evidence, reflecting the professional obligation to maintain evidence-based standards of care.” |
Third Person Reflexive Writing: An Exception in UK Academic Contexts
Some UK academic contexts require reflexive writing — particularly in nursing, social work, education, and counselling programmes. Reflexive writing explicitly asks you to reflect on your own practice, experiences, and learning. In these cases, first person is not only acceptable but expected.
The key models used for reflective writing in UK nursing and professional contexts include:
- Gibbs’ Reflective Cycle (1988): Description → Feelings → Evaluation → Analysis → Conclusion → Action Plan. First person is standard throughout.
- Driscoll’s Model (1994/2007): What? → So what? → Now what? Shorter format used in nursing practice portfolios.
- Kolb’s Experiential Learning Cycle (1984): Concrete Experience → Reflective Observation → Abstract Conceptualisation → Active Experimentation. Used in business and education reflections.
Always check your assignment brief — if it says “reflect on your practice” or uses Gibbs/Driscoll terminology, first person is appropriate. If it says “critically evaluate” or “discuss”, third person academic style is expected.
Common Third Person Academic Writing Errors UK Students Make
| Error | Example | Correction |
|---|---|---|
| Unclear pronoun reference | “Smith argues this, which shows it is important for them.” | “Smith (2023) argues that X demonstrates the significance of Y for students in higher education.” |
| Passive overuse creating ambiguity | “It was found that results were significant.” | “The results demonstrated a statistically significant relationship (p<0.05) between variables X and Y.” |
| Hedging with vague third person | “One might say that…” | “The evidence suggests that… (Smith, 2022)” — cite a source rather than using imprecise hedges |
| Mixing tenses inconsistently | “The study found X. The researcher argues Y.” | Use consistent past tense for completed research: “The study found X, and the researcher argued Y.” |
| Using “the author” to replace “I” | “The author believes this approach is flawed.” | “This approach has several documented limitations, including X and Y (Brown, 2021).” |
Common Third-Person Writing Mistakes in UK Academic Assignments
Even students who understand the basic principle of third-person academic writing frequently make errors that undermine the formality and objectivity they are trying to achieve. The most common is an inconsistent shift between first and third person within the same paragraph or even the same sentence — for example, “The researcher analysed the data to determine how participants responded to the intervention, and I found that the results were consistent across groups.“ Shifting from “the researcher“ to “I“ in the same passage signals a loss of control over register that markers will notice and penalise.
Another common error is using awkward or overly formal constructions in an attempt to avoid first person. Phrases such as “it can be argued by this author“ or “as has been discussed by the present study“ are grammatically odd and stylistically weak. A more natural approach is to use passive constructions where appropriate (“it is argued that“, “the data suggest“, “it was found that“) or to attribute actions to “the study“, “the research“, “this analysis“, or “the following section“ rather than to yourself.
A third pitfall is using second-person constructions (“you“) as a substitute for first person, which is equally informal in most UK academic contexts. “When you consider the evidence“ should be replaced with “when the evidence is considered“ or “when one considers the evidence“ (though this latter construction can sound overly formal in some disciplinary contexts). Read your university’s style guidance and consult examples from published work in your field to calibrate the appropriate level of formality for your discipline.
When First Person Is Acceptable in UK Academic Writing
Not all academic writing in UK universities requires third-person voice, and understanding when first person is appropriate is as important as knowing how to write in third person. Reflective essays — common in nursing, social work, education, and teacher training programmes — explicitly require first-person writing because reflection is inherently personal. Attempting to write a Gibbs’ reflective cycle essay entirely in third person would be both stilted and at odds with the nature of the task.
Some disciplines also use first person in empirical research writing. In certain areas of the humanities, literary studies, and qualitative social research, first-person acknowledgement of the researcher’s positionality is not only accepted but expected as part of reflexive research practice. Similarly, some postgraduate supervisors actively encourage the use of “I argue“ or “I contend“ in essay writing at Master’s and PhD level, as these formulations are clearer and more direct than passive alternatives.
The key principle is always to check your module or programme guidelines before defaulting to either first or third person. Different disciplines, different degree levels, and different assessment types all carry different conventions. When in doubt, look at recently published work in your field — academic journals, textbooks, and dissertation examples from your university library — to understand which voice is conventional in your specific academic context. And if the guidance is ambiguous, asking your module tutor for clarification before you begin writing will save you from producing a well-written essay in the wrong register.
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Write In The Third Person: Key Insights for UK Students
UK students who master write in the third person gain a significant advantage. Understanding write in the third person thoroughly improves academic performance and helps achieve better grades at UK universities.
When developing skills in write in the third person, consistency is key. Practise regularly, seek tutor feedback, and use academic resources to strengthen your knowledge of write in the third person.
For further guidance on write in the third person, visit the Prospects UK higher education guidance — a trusted resource for UK students.