The Double Standard—Why Do the Pros Get to Use “I” but We Don’t

If you’ve ever taken a writing class, chances are you’ve been told not to use “I” in your essays. The message is usually something like, “Keep it objective,” or “Academic writing should be impersonal.” But here’s what I find weird—if you open just about any book, journal article, or essay written by a professional, chances are they’re using “I” without a second thought. So why is it okay for them, but not for us?

This double standard is something I started noticing in college. I’d write a paper and get feedback like, “Avoid personal language,” or “Too conversational.” Then I’d read an article by a well-respected scholar and see something like, “I argue that…” or “I want to suggest…” And I’d think, Wait—how come they get to do it?

Let’s take a look at a few examples. In academic writing, especially in fields like sociology, philosophy, or education, it’s actually pretty common to see writers use “I.” It helps them clarify their argument and show ownership of their ideas. Even in scientific writing, which is usually very formal, some researchers use “we” or “I” when explaining their process. It makes the writing clearer and more direct. So again, why are students told that using “I” is a sign of weak writing?

Kimberly N. Parker, in her essay from Bad Ideas About Writing, talks about how this rule shuts students out of their own writing. She writes about students who are surprised to learn they can use “I,” and how freeing that realization is. When we’re constantly told to write like someone else, it’s easy to forget that our own voices have value too.

Julia Molinari also weighs in on this in her dissertation. She points out that removing “I” doesn’t actually make writing more objective—it just makes the author invisible. She argues that academic writing often pretends to be neutral when it’s really full of personal choices and perspectives. By using “I,” writers can be honest about their role in the argument. That’s not unprofessional—it’s transparent.

The truth is, experienced writers have learned how to use “I” in a way that’s effective. They know when it adds clarity, when it helps guide the reader, and when it strengthens their message. Students, on the other hand, are usually just told to avoid it altogether. They’re not taught how to use it well—they’re told it’s not allowed. That’s not fair, and honestly, it’s not helpful.

We’re expected to write thoughtful, meaningful essays, but we’re also told to do it without sounding like ourselves. That creates a disconnect. It’s like being told to sing, but only if you use someone else’s voice. Of course writing should be well-structured and clear. But that doesn’t mean it has to be lifeless.

So maybe it’s time to change the rule. Instead of banning “I,” why not teach students how to use it with purpose? Show them examples, let them experiment, and trust them to figure out what works. After all, writing is supposed to be a way to express ideas—not just a test of how well we follow outdated rules.

Something to think about:
Have you ever read an article where the writer used “I” effectively? What made it work? Would your own writing change if you were allowed to do the same?

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