writing in third person for dissertation

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How to Write in Third Person

Last Updated: March 27, 2024 Fact Checked

This article was co-authored by Alicia Cook . Alicia Cook is a Professional Writer based in Newark, New Jersey. With over 12 years of experience, Alicia specializes in poetry and uses her platform to advocate for families affected by addiction and to fight for breaking the stigma against addiction and mental illness. She holds a BA in English and Journalism from Georgian Court University and an MBA from Saint Peter’s University. Alicia is a bestselling poet with Andrews McMeel Publishing and her work has been featured in numerous media outlets including the NY Post, CNN, USA Today, the HuffPost, the LA Times, American Songwriter Magazine, and Bustle. She was named by Teen Vogue as one of the 10 social media poets to know and her poetry mixtape, “Stuff I’ve Been Feeling Lately” was a finalist in the 2016 Goodreads Choice Awards. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,133,871 times.

Writing in third person can be a simple task, with a little practice. For academic purposes, third person writing means that the writer must avoid using subjective pronouns like “I” or “you.” For creative writing purposes, there are differences between third person omniscient, limited, objective, and episodically limited points of view. Choose which one fits your writing project.

Writing in Third Person Academically

• Third person helps the writing stay focused on facts and evidence instead of personal opinion.

• Third person pronouns include: he, she, it; his, her, its; him, her, it; himself, herself, itself; they; them; their; themselves.
• Names of other people are also considered appropriate for third person use.
• Example: “ Smith believes differently. According to his research, earlier claims on the subject are incorrect.”

• First person pronouns include: I, me, my, mine, myself, we, us, our, ours, ourselves. [3] X Research source
• The problem with first person is that, academically speaking, it sounds too personalized and too subjective. In other words, it may be difficult to convince the reader that the views and ideas being expressed are unbiased and untainted by personal feelings. Many times, when using first person in academic writing, people use phrases like "I think," "I believe," or "in my opinion."
• Incorrect example: “Even though Smith thinks this way, I think his argument is incorrect.”
• Correct example: “Even though Smith thinks this way, others in the field disagree.”

• Second person pronouns include: you, your, yours, yourself. [4] X Research source
• One main problem with second person is that it can sound accusatory. It runs to risk of placing too much responsibility on the shoulders of the reader specifically and presently reading the work.
• Incorrect example: “If you still disagree nowadays, then you must be ignorant of the facts.”
• Correct example: “Someone who still disagrees nowadays must be ignorant of the facts.”

• Indefinite third person nouns common to academic writing include: the writer, the reader, individuals, students, a student, an instructor, people, a person, a woman, a man, a child, researchers, scientists, writers, experts.
• Example: “In spite of the challenges involved, researchers still persist in their claims.”
• Indefinite third person pronouns include: one, anyone, everyone, someone, no one, another, any, each, either, everybody, neither, nobody, other, anybody, somebody, everything, someone.
• Incorrect example: "You might be tempted to agree without all the facts."
• Correct example: “ One might be tempted to agree without all the facts.”
• This is usually done in an attempt to avoid the gender-specific “he” and “she” pronouns. The mistake here would be to use the “they” pronoun with singular conjugation. [5] X Research source
• Incorrect example: “The witness wanted to offer anonymous testimony. They was afraid of getting hurt if their name was spread.”
• Correct example: “The witness wanted to offer anonymous testimony. They were afraid of getting hurt if their name was spread.”

Writing in Third Person Omniscient

• For instance, a story may include four major characters: William, Bob, Erika, and Samantha. At various points throughout the story, the thoughts and actions of each character should be portrayed. These thoughts can occur within the same chapter or block of narration.
• Writers of omniscient narratives should be conscious of “head-hopping” — that is, shifting character perspectives within a scene. While this does not technically break the rules of Third Person Omniscience, it is widely considered a hallmark of narrative laziness.

• In a sense, the writer of a third person omniscient story is somewhat like the “god” of that story. The writer can observe the external actions of any character at any time, but unlike a limited human observer, the writer can also peek into the inner workings of that character at will, as well.
• Know when to hold back. Even though a writer can reveal any information they choose to reveal, it may be more beneficial to reveal some things gradually. For instance, if one character is supposed to have a mysterious aura, it would be wise to limit access to that character's inner feelings for a while before revealing his or her true motives.

• Do not use first person and second person points of view in the narrative or descriptive portions of the text.
• Correct example: Bob said to Erika, “I think this is creepy. What do you think?”
• Incorrect example: I thought this was creepy, and Bob and Erika thought so, too. What do you think?

Writing in Third Person Limited

• The thoughts and feelings of other characters remain an unknown for the writer throughout the duration of the text. There should be no switching back and forth between characters for this specific type of narrative viewpoint.
• Unlike first person, where the narrator and protagonist are the same, third person limited puts a critical sliver of distance between protagonist and narrator. The writer has the choice to describe one main character’s nasty habit — something they wouldn’t readily reveal if the narration were left entirely to them.

• In other words, do not use first person pronouns like “I,” “me,” “my,” “we,” or “our” outside of dialog. The main character's thoughts and feelings are transparent to the writer, but that character should not double as a narrator.
• Correct example: “Tiffany felt awful after the argument with her boyfriend.”
• Correct example: “Tiffany thought, “I feel awful after that argument with my boyfriend.”
• Incorrect example: “I felt awful after the argument with my boyfriend.”

• Note that the writer can offer insight or guesses regarding the thoughts of other characters, but those guesses must be presented through the perspective of the main character.
• Correct example: “Tiffany felt awful, but judging by the expression on Carl's face, she imagined that he felt just as bad if not worse.”
• Incorrect example: “Tiffany felt awful. What she didn't know was that Carl felt even worse.”

• Correct example: “Tiffany watched from the window as Carl walked up to her house and rang the doorbell.”
• Incorrect example: “As soon as Tiffany left the room, Carl let out a sigh of relief.”

Writing in Episodically Limited Third Person

• Limit the amount of pov characters you include. You don't want to have too many characters that confuse your reader or serve no purpose. Each pov character should have a specific purpose for having a unique point of view. Ask yourself what each pov character contributes to the story.
• For instance, in a romance story following two main characters, Kevin and Felicia, the writer may opt to explain the inner workings of both characters at different moments in the story.
• One character may receive more attention than any other, but all main characters being followed should receive attention at some point in the story.

• Multiple perspectives should not appear within the same narrative space. When one character's perspective ends, another character's can begin. The two perspectives should not be intermixed within the same space.
• Incorrect example: “Kevin felt completely enamored of Felicia from the moment he met her. Felicia, on the other hand, had difficulty trusting Kevin.”

• In a novel-length work, a good time to switch perspective is at the start of a new chapter or at a chapter break.
• The writer should also identify the character whose perspective is being followed at the start of the section, preferably in the first sentence. Otherwise, the reader may waste too much energy guessing.
• Correct example: “Felicia hated to admit it, but the roses Kevin left on her doorstep were a pleasant surprise.”
• Incorrect example: “The roses left on the doorstep seemed like a nice touch.”

• For instance, if Kevin had a talk with Felicia's best friend about Felicia's feelings for him, Felicia herself would have no way of knowing what was said unless she witnessed the conversation or heard about it from either Kevin or her friend.

Writing in Third Person Objective

• There does not need to be a single main character to focus on. The writer can switch between characters, following different characters throughout the course of the narrative, as often as needed.
• Stay away from first person terms like “I” and second person terms like “you” in the narrative, though. Only use first and second person within dialog.

• Imagine that you are an invisible bystander observing the actions and dialog of the characters in your story. You are not omniscient, so you do not have access to any character's inner thoughts and feelings. You only have access to each character's actions.
• Correct example: “After class, Graham hurriedly left the room and rushed back to his dorm room.”
• Incorrect example: “After class, Graham raced from the room and rushed back to his dorm room. The lecture had made him so angry that he felt as though he might snap at the next person he met.”

• Correct example: “When no one else was watching her, Isabelle began to cry.”
• Incorrect example: “Isabelle was too prideful to cry in front of other people, but she felt completely broken-hearted and began crying once she was alone.”

• Let the reader draw his or her own conclusions. Present the actions of the character without analyzing them or explaining how those actions should be viewed.
• Correct example: “Yolanda looked over her shoulder three times before sitting down.”
• Incorrect example: “It might seem like a strange action, but Yolanda looked over her shoulder three times before sitting down. This compulsive habit is an indication of her paranoid state of mind.”

Examples of Third Person POV

Expert Q&A

You Might Also Like

• ↑ https://stlcc.edu/student-support/academic-success-and-tutoring/writing-center/writing-resources/point-of-view-in-academic-writing.aspx
• ↑ http://studysupportresources.port.ac.uk/Writing%20in%20the%20third%20peson.pdf
• ↑ http://www.grammar-monster.com/glossary/third_person.htm
• ↑ https://www.grammarly.com/blog/use-the-singular-they/
• ↑ Alicia Cook. Professional Writer. Expert Interview. 11 December 2020.
• ↑ https://www.merriam-webster.com/words-at-play/point-of-view-first-second-third-person-difference
• ↑ https://ojs.library.dal.ca/YAHS/article/viewFile/7236/6278

About This Article

To write in third person, refer to people or characters by name or use third person pronouns like he, she, it; his, her, its; him, her, it; himself, herself, itself; they; them; their; and themselves. Avoid first and second person pronouns completely. For academic writing, focus on a general viewpoint rather than a specific person's to keep things in third person. In other types of writing, you can write in third person by shifting your focus from character to character or by focusing on a single character. To learn more from our Literary Studies Ph.D., like the differences between third person omniscient and third person limited writing, keep reading the article! Did this summary help you? Yes No

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Style Changes in the seventh edition of the APA Manual:

Bias-free language, first, second and third person definitions, use third person for formal writing, be comfortable with exceptions, watch your grammar, writing in third person in apa style.

As the "Publication Manual of the American Psychological Association" attests, style and tone are important elements of APA papers and publications since they affect how a reader understands information. Point of view is one of the elements that can determine how information is received by a reader.

• Use “they” for a person whose gender is unknown or irrelevant.
• Use non-human relative pronouns like “that,” and “which” for inanimate objects and animals -- rather than use “who.”
• Use "they" for a person who uses “they” as their personal pronoun. Plural verbs even when "they" is referring to a single person or entity:

​ They are a great artist ​is preferred rather than ​ They is a great artist. ​

Use “person-first” language whenever possible.

​ A man with leprosy ​ rather than ​ A leper ​

Avoid using adjectives as nouns to describe groups of people: use ​ the people who are ill ​ rather than ​ the sick. ​

Three different points of view exist: first person, second person and third person. First person reflects the writer's voice with pronouns such as:

Second person speaks directly to a reader, using pronouns such as "you" and "your."

Third person uses a more general voice that reflects neither the writer nor reader specifically, using words like "students" and "participants" and pronouns such as "he," "they" and "it."

Good writing typically begins in one point of view and retains that perspective throughout in order to avoid confusion for the reader.

Most formal writing, including APA papers, uses the third person point of view. Third person makes ideas sound less subjective since it removes direct reference to the writer. It also creates a more generalized statement.

For example

"Researchers first need to determine participants" (written in the third person) conveys a more formal, objective tone than "You first need to determine participants" (second person) and "I first needed to determine participants" (first person).

Instructors, institutions and publishers generally require writing in the third person to maintain a more formal tone.

The APA manual explains that third person may not always be appropriate in APA papers. When describing activities you performed in your research or when third person language may confuse the reader, use first person instead.

For instance, after a reference to an outside source, if you then write, "The author developed the program," your reader cannot be certain if "the author" refers to the referenced source or yourself. Using the first person in such cases clarifies your intention.

Pronoun use is a significant grammatical issue involving the third person point of view. Pronouns must agree in number with the nouns they refer to. For instance, for the plural noun "participants" and the pronoun "they" agree in number while "he" does not.

In the third person point of view, writers should use gender-neutral pronouns when appropriate, such as "they." Some writers consider the use of "he or she" awkward, but the use of "they" can lead to agreement issues. When using "they," make certain the antecedent noun is also plural.

• Purdue University OWL: APA Style Basics
• University of Arizona Writing Center: First vs. Third Person
• Purdue University OWL - APA 7th Edition style Changes

Kristie Sweet has been writing professionally since 1982, most recently publishing for various websites on topics like health and wellness, and education. She holds a Master of Arts in English from the University of Northern Colorado.

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

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How to write in third-person

Although there are three narratives you can use in any form of writing when it comes to your papers and anything academic you produce, it’s best to choose the third-person. It’s pretty simple with a bit of practice, but if you’re completely new to this writing style, here’s what you need to know about how to write in third-person.

What does writing in third-person mean?

Writing in third-person is one of the three styles you can use when describing a point of view. Even though you might not know it, chances are you’ve used first, second and third person in writing projects throughout your education.

It’s a narrative where you’re totally independent of the subject you’re analyzing and writing about. You don’t take sides. You don’t try to influence what readers feel. It’s a completely unbiased, objective way of writing that tells a story or dissects a topic right down the middle.

There’s a lot of information out there about how you can differentiate between the three in roundabout ways, making it unnecessarily complicated. Here’s a quick breakdown to understand the differences for when you write your following paper:

First-person

This is from the I/we perspective. It’s where we talk about us , ourselves, and our opinions. If we go down the first-person route, writing will include pronouns like I , me , myself, and mine .

Second-person

This point of view belongs to the person you’re addressing — so its a you perspective. In your writing, you’d use second-person pronouns such as you , your, and yourselves .

Third-person

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. In this perspective, you’d use pronouns like he , she , him , her , his , hers , himself , herself , it , them , their, and themselves . Or, you’d use a name. But that tends to happen more in stories than research papers.

Notice the difference between the three?

When to write in third-person

The third-person point of view tells the reader a story and it’s often the go-to when you’re taking an authoritative stance in your papers, which is why it’s so common in academic writing.

So, always choose the third-person stance when writing academic copy, such as essays and research papers.

The reason for this is it’ll make your papers less personal and more objective, meaning the objectivity will make you come across as more credible and less biased. Ultimately, this will help your grades as the third-person view keeps you focused on evidence and facts instead of your opinion.

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.

A third-person objective point of view is about being neutral and presenting your findings and research in an observational way, rather than influencing the reader with your opinions.

How to use the third-person point of view

Rule number one: Never refer to yourself in your essay in the third-person. That’s a no-no.

For instance, here’s how you shouldn’t write a sentence in your essay if you’re writing about virtual learning as an example.

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

It’s a simple sentence, but there’s a lot wrong with it when you’re talking about research papers and adopting a third-person narrative. Why? Because you’re using first-person pronouns and, as it sounds like an opinion, you can’t back up your claims with a stat or any credible research. There’s no substance to it whatsoever.

Also, it isn’t very assertive. The person marking your work won’t be impressed by “I feel like,” because it shows no authority and highlights that it came from your brain and not anywhere of note.

By including terms like “I think” or “I feel” like in the example above, you’re already off to a bad start.

But when you switch that example to the third-person point of view, you can cite your sources , which is precisely what you need to do in your essays and research papers to achieve higher grades.

Let’s switch that sentence up and expand it using the third-person point of view:

“A psychological study from Karrie Goodwin shows that students thrive in virtual classrooms as it offers flexibility. They can make their own 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. So, it not only shows what you know, but it also shows you took the time to research and strengthen your paper with credible resources and facts — not just opinions.

6 tips for writing in third-person

1. understand your voice won’t always shine in your essays.

Every single piece of writing tends to have a voice or point of view as if you’re speaking to the reader directly. However, that can’t always happen in academic writing as it’s objective compared to a novel, for example. Don’t try to ‘fluff’ up your piece to try and cram your personality in, as your academic work doesn’t need it.

2. Don’t focus on yourself or the reader — focus on the text

An academic piece of work always has a formal tone as it’s objective. When you write your next paper, focus on the writing itself rather than the writer or the reader.

3. Coach yourself out of using first-person pronouns

This is easier said than done if all you’ve ever done is first- or second-person writing. When you write your next paper, scan through it to see if you’ve written anything in first-person and replace it with the third-person narrative.

Here are a few regular offenders that pop up in academic papers — along with how you can switch the statements to third-person:

• I argue should be this essay argues
• I found that should be it was found that
• We researched should be the group researched
• I will also analyze should be topic X will also be analyzed

The same applies to second-person, as there are plenty of cases where it tends to slip through in academic writing. Again, it’s pretty straightforward to switch the more you practice. For instance:

• Your paper will be marked higher if you use a citation tool should be the use of a citation tool will improve one’s grades

4. Be as specific as possible

This is where things can get a little bit confusing. Writing in third-person is all about including pronouns like he, she, it, and they. However, using them towards the beginning of sentences can be pretty vague and might even confuse the reader — this is the last thing you want from your essay or paper.

Instead, try using nouns towards the beginning of sentences. For example, use the actual subject, such as the interviewer or the writer, rather than he, she, or they when you begin the sentence.

The same applies to terms like it. Start the sentence with the ‘it’ is that you’re describing. If it’s a citation tool, begin the sentence by referencing what you’re discussing, so you aren’t vague. Clarity is key.

5. Write in the present tense when using third-person

In any form of academic writing, you need to write your reports, essays, and research papers in the present tense, especially when introducing different subjects or findings.

So, rather than saying “This paper analyzed” (which does seem correct as technically that part was in the past and the writing is in the present), you should write “This report analyzes” — as if you’re analyzing right here and now.

However, the difference is when you highlight how you did the research, that should be in the past tense. This means you’d use third-person phrases like “The equipment that was used” or “The results were analyzed by”, for instance.

6. Avoid adding your own thoughts

If your report is on a subject that’s close to your heart, it can be super tempting to sprinkle in your own thoughts. It’s a challenge, but you need to coach yourself out of it.

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

The easiest way to get to grips with writing your academic papers in the third-person is to be consistent and practice often. Criticize your work and analyze it until it becomes the norm. Yes, it can be a little complex in the early days, but before you know it, you’d have mastered the technique, helping you take your papers and reports up a level.

Frequently Asked Questions about writing in third-person

In third-person, you’d use pronouns like he , she , him , her , his , hers , himself , herself , it , them , their, and themselves . Or, you’d 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.

When writing in third person, you should actually always write in the present tense since you are mostly presenting results in this view.

The second person point of view belongs to the person you’re addressing — so its a you perspective. In your writing, you’d use second-person pronouns such as you , your, and yourselves .

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Table of Contents

Collaboration, information literacy, writing process, third-person point of view.

Many academic disciplines ask their writers to use third person point of view (POV). If so, then writing in the third person is important because your writing will appear professional and credible.

You may occasionally use first person POV to create a more personal tone, or second person POV to command a reader to do something. This depends on the assignment requirements, or on what your instructor recommends. If you are receiving this comment, then you should consider revising your use of other points-of-view to write your project in third person POV.

Third Person Personal Pronouns

Note: While the above pronouns represent the third person, instead of using it , that , these , those or this , specific words or phrases will better help readers follow the writer’s logic.

How do you change first or second person to third person?

Here is a table that shows several common instances of first or second person in essays and some examples of how to revise to the third person.

When is third-person point of view used?

Third person is used when a degree of objectivity is intended, and it is often used in academic documents, such as research and argument papers. This perspective directs the reader’s attention to the subject being presented and discussed. Third person personal pronouns include  he, she, it, they, him, her, them, his, her, hers, its, their,  and  theirs .

Examples of sentences written from the third person point of view:

• She went to the library to consult with the reference librarian about her paper’s topic.
• When he got to his car, he was glad to see that his friend was waiting for him .
• The students entered the classroom nervously on the first day of class; they had not had the opportunity to become acquainted with their professor or with each other.
• Jenny and her friend used backpacks to simplify the task of carrying books, notebooks, writing tools and a laptop around campus.
• Human sex trafficking is a social problem that requires decisive action; its victims should be given the opportunity to escape the cycle of exploitation to which they have become slaves.

Brevity - Say More with Less

Clarity (in Speech and Writing)

Coherence - How to Achieve Coherence in Writing

Flow - How to Create Flow in Writing

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Writing the Dissertation - Guides for Success: The Methodology

• Writing the Dissertation Homepage
• Overview and Planning
• The Literature Review
• The Methodology
• The Results and Discussion
• The Conclusion
• The Abstract
• Getting Started
• What to Avoid

Overview of writing the methodology

The methodology chapter precisely outlines the research method(s) employed in your dissertation and considers any relevant decisions you made, and challenges faced, when conducting your research. Getting this right is crucial because it lays the foundation for what’s to come: your results and discussion.

Disciplinary differences

Please note: this guide is not specific to any one discipline. The methodology can vary depending on the nature of the research and the expectations of the school or department. Please adapt the following advice to meet the demands of your dissertation and the expectations of your school or department. Consult your supervisor for further guidance; you can also check out our  Writing Across Subjects guide .

Guide contents

As part of the Writing the Dissertation series, this guide covers the most common conventions found in a methodology chapter, giving you the necessary knowledge, tips and guidance needed to impress your markers!  The sections are organised as follows:

• Getting Started  - Defines the methodology and its core characteristics.
• Structure  - Provides a detailed walk-through of common subsections or components of the methodology.
• What to Avoid  - Covers a few frequent mistakes you'll want to...avoid!
• FAQs  - Guidance on first- vs. third-person, secondary literature and more.
• Checklist  - Includes a summary of key points and a self-evaluation checklist.

Training and tools

• The Academic Skills team has recorded a Writing the Dissertation workshop series to help you with each section of a standard dissertation, including a video on writing the method/methodology .
• For more on methods and methodologies, you can check out USC's methodology research guide  and Huddersfield's guide to writing the methodology of an undergraduate dissertation .
• The dissertation planner tool can help you think through the timeline for planning, research, drafting and editing.
• iSolutions offers training and a Word template to help you digitally format and structure your dissertation.

What is the methodology?

The methodology of a dissertation is like constructing a house of cards. Having strong and stable foundations for your research relies on your ability to make informed and rational choices about the design of your study. Everything from this point on – your results and discussion –  rests on these decisions, like the bottom layer of a house of cards.

The methodology is where you explicitly state, in relevant detail, how you conduced your study in direct response to your research question(s) and/or hypotheses. You should work through the linear process of devising your study to implementing it, covering the important choices you made and any potential obstacles you faced along the way.

Methods or methodology?

Some disciplines refer to this chapter as the research methods , whilst others call it the methodology . The two are often used interchangeably, but they are slightly different. The methods chapter outlines the techniques used to conduct the research and the specific steps taken throughout the research process. The methodology also outlines how the research was conducted, but is particularly interested in the philosophical underpinning that shapes the research process. As indicated by the suffix, -ology , meaning the study of something, the methodology is like the study of research, as opposed to simply stating how the research was conducted.

This guide focuses on the methodology, as opposed to the methods, although the content and guidance can be tailored to a methods chapter. Every dissertation is different and every methodology has its own nuances, so ensure you adapt the content here to your research and always consult your supervisor for more detailed guidance.

What are my markers looking for?

Your markers are looking   for your understanding of the complex process behind original (see definition) research. They are assessing your ability to...

• Demonstrate   an understanding of the impact that methodological choices can have on the reliability and validity of your findings, meaning you should engage with ‘why’ you did that, as opposed to simply ‘what’ you did.
• Make   informed methodological choices that clearly relate to your research question(s).

But what does it mean to engage in 'original' research? Originality doesn’t strictly mean you should be inventing something entirely new. Originality comes in many forms, from updating the application of a theory, to adapting a previous experiment for new purposes – it’s about making a worthwhile contribution.

Structuring your methodology

The methodology chapter should outline the research process undertaken, from selecting the method to articulating the tool or approach adopted to analyse your results. Because you are outlining this process, it's important that you structure your methodology in a linear way, showing how certain decisions have impacted on subsequent choices.

Scroll to continue reading, or click a link below to jump immediately to that section:

The 'research onion'

To ensure you write your methodology in a linear way, it can be useful to think of the methodology in terms of layers, as shown in the figure below.

Figure: 'Research onion' from Saunders et al. (2007).

You don't need to precisely follow these exact layers as some won't be relevant to your research. However, the layered 'out to in' structure developed by Saunders et al. (2007) is appropriate for any methodology chapter because it guides your reader through the process in a linear fashion, demonstrating how certain decisions impacted on others. For example, you need to state whether your research is qualitative, quantitative or mixed before articulating your precise research method. Likewise, you need to explain how you collected your data before you inform the reader of how you subsequently analysed that data.

Using this linear approach from 'outer' layer to 'inner' layer, the next sections will take you through the most common layers used to structure a methodology chapter.

Introduction and research outline

Like any chapter, you should open your methodology with an introduction. It's good to start by briefly restating the research problem, or gap, that you're addressing, along with your research question(s) and/or hypotheses. Following this, it's common to provide a very condensed statement that outlines the most important elements of your research design. Here's a short example:

This study adopted qualitative research through a series of semi-structured interviews with seven experienced industry professionals.

Like any other introduction, you can then provide a brief statement outlining what the chapter is about and how it's structured (e.g., an essay map ).

Restating the research problem (or gap) and your research question(s) and/or hypotheses creates a natural transition from your previous review of the literature - which helped you to identify the gap or problem - to how you are now going to address such a problem. Your markers are also going to assess the relevance and suitability of your method and methodological choices against your research question(s), so it's good to 'frame' the entire chapter around the research question(s) by bringing them to the fore.

Research philosophy

A research philosophy is an underlying belief that shapes the way research is conducted. For this reason, as featured in the 'research onion' above, the philosophy should be the outermost layer - the first methodological issue you deal with following the introduction and research outline - because every subsequent choice, from the method employed to the way you analyse data, is directly influenced by your philosophical stance.

You can say something about other philosophies, but it's best to directly relate this to your research and the philosophy you have selected - why the other philosophy isn't appropriate for you to adopt, for instance. Otherwise, explain to your reader the philosophy you have selected (using secondary literature), its underlying principles, and why this philosophy, therefore, is particularly relevant to your research.

The research philosophy is sometimes featured in a methodology chapter, but not always. It depends on the conventions within your school or discipline , so only include this if it's expected.

The reason for outlining the research philosophy is to show your understanding of the role that your chosen philosophy plays in shaping the design and approach of your research study. The philosophy you adopt also indicates your worldview (in the context of this research), which is an important way of highlighting the role you, the researcher, play in shaping new knowledge.

Research method

This is where you state whether you're doing qualitative, quantitative or mixed-methods research before outlining the exact instrument or strategy (see definition) adopted for research (interviews, case study, etc.). It's also important that you explain why you have chosen that particular method and strategy. You can also explain why you're not adopting an alternate form of research, or why you haven't used a particular instrument, but keep this brief and use it to reinforce why you have chosen your method and strategy.

Your research method, more than anything else, is going to directly influence how effectively you answer your research question(s). For that reason, it's crucial that you emphasise the suitability of your chosen method and instrument for the purposes of your research.                       

Data collection

The data collection part of your methodology explain the process of how you accessed and collected your data. Using an interview as a qualitative example, this might include the criteria for selecting participants, how you recruited the participants and how and where you conducted the interviews. There is often some overlap with data collection and research method, so don't worry about this. Just make sure you get the essential information across to your reader.

The details of how you accessed and collected your data are important for replicability purposes - the ability for someone to adopt the same approach and repeat the study. It's also important to include this information for reliability and consistency purposes (see  validity and reliability  on the next tab of this guide for more).

Data analysis

After describing how you collected the data, you need to identify your chosen method of data analysis. Inevitably, this will vary depending on whether your research is qualitative or quantitative (see note below).

Qualitative research tends to be narrative-based where forms of ‘coding’ are employed to categorise and group the data into meaningful themes and patterns (Bui, 2014). Quantitative deals with numerical data meaning some form of statistical approach is taken to measure the results against the research question(s).

Tell your reader which data analysis software (such as SPSS or Atlast.ti) or method you’ve used and why, using relevant literature. Again, you can mention other data analysis tools that you haven’t used, but keep this brief and relate it to your discussion of your chosen approach. This isn’t to be confused with the results and discussion chapters where you actually state and then analyse your results. This is simply a discussion of the approach taken, how you applied this approach to your data and why you opted for this method of data analysis.

Detail of how you analysed your data helps to contextualise your results and discussion chapters. This is also a validity issue (see next tab of guide), as you need to ensure that your chosen method for data analysis helps you to answer your research question(s) and/or respond to your hypotheses. To use an example from Bui (2014: 155), 'if one of the research questions asks whether the participants changed their behaviour before and after the study, then one of the procedures for data analysis needs to be a comparison of the pre- and postdata'.

Validity and reliability

Validity simply refers to whether the research method(s) and instrument(s) applied are directly suited to meet the purposes of your research – whether they help you to answer your research question(s), or allow you to formulate a response to your hypotheses.

Validity can be separated into two forms: internal and external. The difference between the two is defined by what exists inside the study (internal) and what exists outside the study (external).

• Internal validity is the extent to which ‘the results obtained can be attributed to the manipulation of the independent variable' (Salkind, 2011: 147).
• External validity refers to the application of your study’s findings outside the setting of your study. This is known as generalisability , meaning to what extent are the results applicable to a wider context or population.

Reliability

Reliability refers to the consistency with which you designed and implemented your research instrument(s). The idea behind this is to ensure that someone else could replicate your study and, by applying the instrument in the exact same way, would achieve the same results. This is crucial to quantitative and scientific based research, but isn’t strictly the case with qualitative research given the subjective nature of the data.

With qualitative data, it’s important to emphasise that data was collected in a consistent way to avoid any distortions. For example, let’s say you’ve circulated a questionnaire to participants. You would want to ensure that every participant receives the exact same questionnaire with precisely the same questions and wording, unless different questionnaires are required for different members of the sample for the purposes of the research.

Ethical considerations

Any research involving human participants needs to consider ethical factors. In response, you need to show your markers that you have implemented the necessary measures to cover the relevant ethical issues. These are some of the factors that are typically included:

• How did you gain the consent of participants, and how did you formally record this consent?
• What measures did you take to ensure participants had enough understanding of their role to make an informed decision, including the right to withdraw at any stage?
• What measures did you take to maintain the confidentiality of participants during the research and, potentially, for the write-up?
• What measures did you take to store the raw data and protect it from external access and use prior to the write-up?

These are only a few examples of the ethical factors you need to write about in your methodology. Depending on the nature of your research, ethical considerations might form a significant part of your methodology chapter, or may only constitute a few sentences. Either way, it’s imperative that you show your markers that you’ve considered the relevant ethical implications of your research.

Limitations

Don’t make the mistake of ignoring the limitations of your study (see the next tab, 'What to Avoid', for more on this) – it’s a common part of research and should be confronted. Limitations of research can be diverse, but tend to be logistical issues relating to time, scope and access . Whilst accepting that your study has certain limitations, the key is to put a positive spin on it, like the example below:

Despite having a limited sample size compared to other similar studies, the number of participants is enough to provide sufficient data, whilst the in-depth nature of the interviews facilitates detailed responses from participants.

• Bui, Y. N. (2014) How to Write a Master’s Thesis. 2dn Edtn. Thousand Oaks, CA: Sage.
• Guba, E. G. and Lincoln, Y. S. (1994) ‘Competing paradigms in qualitative research’, in Denzin, N. K. and Lincoln, N. S. (eds.) Handbook of Qualitative Research. Thousand Oaks, CA: Sage, pp. 105-117.
• Salkind, N. J. (2011) ‘Internal and external validity’, in Moutinho, L. and Hutchenson, G. D. (eds.) The SAGE Dictionary of Quantitative Management Research . Thousand Oaks, CA: Sage, pp. 147-149.
• Saunders, M., Lewis, P. and Thornhill, A. (2007) Research Methods for Business Students . 4th Edtn. Harlow: Pearson.

What to avoid

This portion of the guide will cover some common missteps you should try to avoid in writing your methodology.

Ignoring limitations

It might seem instinctive to hide any flaws or limitations with your research to protect yourself from criticism. However, you need to highlight any problems you encountered during the research phase, or any limitations with your approach. Your markers are expecting you to engage with these limitations and highlight the kind of impact they may have had on your research.

Just be careful that you don’t overstress these limitations. Doing so could undermine the reliability and validity of your results, and your credibility as a researcher.

Literature review of methods

Don’t mistake your methodology chapter as a detailed review of methods employed in other studies. This level of detail should, where relevant, be incorporated in the literature review chapter, instead (see our Writing the Literature Review guide ). Any reference to methodological choices made by other researchers should come into your methodology chapter, but only in support of the decisions you made.

Unnecessary detail

It’s important to be thorough in a methodology chapter. However, don’t include unnecessary levels of detail. You should provide enough detail that allows other researchers to replicate or adapt your study, but don’t bore your reader with obvious or extraneous detail.

Any materials or content that you think is worth including, but not essential in the chapter, could be included in an appendix (see definition). These don’t count towards your word count (unless otherwise stated), and they can provide further detail and context for your reader. For instance, it’s quite common to include a copy of a questionnaire in an appendix, or a list of interview questions.

Q: Should the methodology be in the past or present tense?

A: The past tense. The study has already been conducted and the methodological decisions have been implemented, meaning the chapter should be written in the past tense. For example...

Data was collected over the course of four weeks.

I informed participants of their right to withdraw at any time.

The surveys included ten questions about job satisfaction and ten questions about familial life (see Appendix).

Q: Should the methodology include secondary literature?

A: Yes, where relevant. Unlike the literature review, the methodology is driven by what you did rather than what other people have done. However, you should still draw on secondary sources, when necessary, to support your methodological decisions.

Q: Do you still need to write a methodology for secondary research?

A: Yes, although it might not form a chapter, as such. Including some detail on how you approached the research phase is always a crucial part of a dissertation, whether primary or secondary. However, depending on the nature of your research, you may not have to provide the same level of detail as you would with a primary-based study.

For example, if you’re analysing two particular pieces of literature, then you probably need to clarify how you approached the analysis process, how you use the texts (whether you focus on particular passages, for example) and perhaps why these texts are scrutinised, as opposed to others from the relevant literary canon.

In such cases, the methodology may not be a chapter, but might constitute a small part of the introduction. Consult your supervisor for further guidance.

Q: Should the methodology be in the first-person or third?

A: It’s important to be consistent , so you should use whatever you’ve been using throughout your dissertation. Third-person is more commonly accepted, but certain disciplines are happy with the use of first-person. Just remember that the first-person pronoun can be a distracting, but powerful device, so use it sparingly. Consult your supervisor for further guidance.

It’s important to remember that all research is different and, as such, the methodology chapter is likely to be very different from dissertation to dissertation. Whilst this guide has covered the most common and essential layers featured in a methodology, your methodology might be very different in terms of what you focus on, the depth of focus and the wording used.

What’s important to remember, however, is that every methodology chapter needs to be structured in a linear, layered way that guides the reader through the methodological process in sequential order. Through this, your marker can see how certain decisions have impacted on others, showing your understanding of the research process.

Here’s a final checklist for writing your methodology. Remember that not all of these points will be relevant for your methodology, so make sure you cover whatever’s appropriate for your dissertation. The asterisk (*) indicates any content that might not be relevant for your dissertation. You can download a copy of the checklist to save and edit via the Word document, below.

• Methodology self-evaluation checklist

• << Previous: The Literature Review
• Next: The Results and Discussion >>
• Last Updated: Feb 22, 2024 3:43 PM
• URL: https://library.soton.ac.uk/writing_the_dissertation

Third Vs. First Person in a Dissertation

Jeanette garcia.

It's debatable whether to use first and third person in a dissertation. Consensus has been to use third person, and avoid using the first person, "I." However, writers sometimes use metadiscourse, which has been accepted as a professional writing device. Metadiscourse is when a writer refers to herself or summarizes her work and thinking process. It includes the writer's reference to her intentions, confidence, directions to the reader or the progression of the writing while using the first person. Nonetheless, first person use in dissertations is up to the discretion of individual universities and professors.

Explore this article

• Objectivity
• Consistency
• Dissertation Committee

1 Objectivity

First person is often discouraged in dissertation writing since it can blur objectivity. If the writer has to refer to herself within the writing, some experts, including Dr. Rosemary Talab from Kansas State University, suggest using "the researcher" or "the author."

Avoiding the third person can also lead to confusion, as noted by the American Psychological Association. Referring to authors or the author in a sentence while also using an outside reference can make it unclear which author the writer is discussing. Not using the first person can also lead to anthropomorphism, having an inanimate object or concept, such as a study or experiment, take on human behavior. If a student's work has been composed in a group, the editorial "we" is appropriate. However, if it is an individual work, the author should refrain from using the plural and rely on the singular "I."

3 Consistency

When considering point of view for a dissertation, universities, including the University of Maine, commonly instruct students to choose one and use the same perspective throughout the dissertation to avoid confusion and maintain uniformity.

4 Dissertation Committee

The best action is for students to discuss their choice of first person over third person with their committee members and consult their graduate school's guidelines for accepting the dissertation. Doing so will ensure that the proper style is submitted. For example, the University of North Carolina Wilmington suggests that dissertations be written in the third person, but acknowledges that first person could be applicable in certain cases.

• 1 University of Cambridge: Writing a Dissertation
• 2 Purdue University: How to Write a Dissertation
• 3 University of North Carolina Wilmington: Thesis and Dissertation Format Guide
• 4 American Psychological Association: Use of First Person in APA Style

About the Author

Jeanette Garcia works as an adjunct professor for writing and rhetoric I and II and as a writing tutor at Florida International University. When she's not sleeping, eating, teaching, watching films or reading, she writes.

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How to write in the third person for a thesis

Writing in the third person It is one of the most common ways to write a thesis or any other academic work. Although it may seem a little confusing at first, it is important to understand how to use it correctly to give your research greater objectivity and formality. In this article, we will provide you with a simple and straightforward guide on how to write in the third person for your thesis.

The third person It is a grammatical style in which the writer refers to the subjects as if they were people other than him. Instead of using first person pronouns like I or we, third person pronouns are used, like he, she, or they. This not only avoids subjectivity and personal involvement in the work, but also gives your research greater authority and credibility.

When writing in the third person for a thesis, It is important to take into account some key aspects. First, you need to make sure you use unbiased and objective language. Avoid subjective or personal expressions, and instead use a neutral and formal tone. Additionally, you should pay attention to the structure of your sentences and your word choice, keeping them clear and precise.

A useful strategy for writing in the third person It involves imagining yourself as an outside observer or impartial narrator of the facts you are presenting. By doing so, you will avoid giving your personal opinion and focus on the objective presentation of the data and results of your research. Remember that the main goal of a thesis is to present information supported by evidence, and writing in the third person helps you achieve this.

write in third person for a thesis It is an important skill that all college students should master. Through this form of writing, greater objectivity and formality is achieved in academic work. We hope that this guide has been useful to you and that you feel more confident when writing in the third person. Maintain impartiality and objective approach in your writing, and your thesis will shine with authority and credibility.

– Step by step ➡️ How to write in the third person for a thesis

• How to write in the third person for a thesis:
• Writing in the third person is one of the most common requirements for writing a thesis.
• Firstly, It is important to understand what it means to write in the third person.
• When writing in the third person, You should not use first person pronouns like I or we .
• Instead, third-person pronouns such as he, she, or they should be used. For example, instead of saying I will carry out a study, you should say The author will carry out a study.
• It is also important avoid using personal opinions or subjective judgments when writing in the third person for a thesis.
• Recommended use objective and neutral language when describing the results, data or information investigated.
• Another key aspect is to use verbs in the third person to indicate the actions carried out by the author. For example, instead of saying I investigated, you should say The author investigated.
• It is important mention the author in third person when necessary, but without constantly repeating your name. You can use pronouns like he, she, or they to refer to the author.
• should Maintain consistency in third person writing throughout the entire thesis. They should not alternate between the first and third person.

How do you write in the third person for a thesis?

To write in the third person in a thesis, follow these steps:

• Avoid using first person pronouns like I or we.
• Use third person pronouns like he, she, them, or them.
• Take an objective, detached approach to describing the facts or results of your research.
• Maintain neutrality and avoid including personal opinions.
• Use formal and academic language at all times.

Can I use third person pronouns throughout the content of my thesis?

Yes, you can use third person pronouns throughout the content of your thesis. Here are some examples:

• Describe the results of the research using pronouns as observed or demonstrated.
• When presenting ideas or arguments, use phrases as can be inferred or have been demonstrated above.
• Avoid using first person pronouns, like me, to refer to yourself.

How to refer to authors in the third person in a thesis?

When referring to authors in the third person in a thesis, follow these steps:

• Use the author's last name followed by the year of publication, such as: Smith (2019) mentions that….
• If the author's name is mentioned in the text, include only the year of publication in parentheses, such as: In a recent study, Smith (2019) found that….
• If there are multiple authors, use et al. after the first surname, such as: Johnson et al. (2020) describe in their article….

How to write an introduction in the third person for a thesis?

To write a third-person introduction for a thesis, follow these steps:

• Start by establishing the general context of your research topic.
• Present the background and relevance of the problem your thesis addresses.
• Explain the objectives and research questions of your study.
• Use phrases like this study is proposed or the research examines to avoid first-person pronouns.

How to write the methodology in the third person for a thesis?

To write the methodology in the third person for a thesis, follow these steps:

• Describe in detail the methods used in your research.
• Use an objective and precise writing style.
• Avoid using first person pronouns, such as I or we.
• Use passive sentences to emphasize the research processes, such as: Random sampling was carried out.

Can I use third person examples in my thesis?

Yes, you can use third person examples in your thesis. Here are some guidelines to follow:

• Use generic and relevant examples to illustrate your points.
• Avoid using personal examples or anecdotal stories.
• Be consistent in your use of third-person pronouns when referring to examples.
• Use clear, concise sentences and paragraphs to explain the examples.

How to conclude a thesis in the third person?

To conclude a thesis in the third person, follow these steps:

• Summarize the main findings and conclusions of your research objectively.
• Highlight the importance of your results and their contribution to the field.
• Avoid including new ideas or information not mentioned above.
• Use phrases such as in conclusion or in summary to indicate the completion of the work.

Is it necessary to use formal language in a thesis?

Yes, it is necessary to use formal language in a thesis. Here are some reasons to do it:

• Formal language provides structure and academic coherence to your work.
• Transmit seriousness and rigor in your investigations.
• Helps maintain clear and precise communication.
• Demonstrate your mastery of the subject and your ability to express ideas in a professional manner.

What are the most common mistakes when writing in the third person for a thesis?

When writing in the third person for a thesis, be careful of the following common mistakes:

• Do not eliminate first person pronouns like I or we.
• Do not use third person pronouns consistently.
• Including personal opinions or value judgments instead of maintaining objectivity.
• Not using appropriate formal and academic language.
• Failure to review and correct the correct use of third-person references.

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Research Foundations: Develop a Thesis Statement

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Developing a Thesis Statement

Now that you've learned about your topic through background research and developed your topic into a research question, you can formulate a solid thesis statement . The thesis statement can be looked at as the answer to your research question. It guides the focus of your research and the direction of your arguments, and also prevents any unnecessary tangents within your project. A strong thesis statement will always make it easier to maintain a clear direction while conducting your information search.

Thesis statements are one sentence long and are focused, clear, declarative, and written in third person voice. Read the sections below for more information and view examples.

Focus on a single position or point of view in your thesis statement.  You cannot effectively address multiple perspectives within a single paper, as you want to make coherent points to support your position.

Weak Thesis: Underfunded arts programs, underpaid teachers, and standardized testing are all factors in underachieving students in public schools.

Stronger Thesis: The emphasis on standardized testing is a critical factor in the underperformance of public school students.

Present your argument or position clearly and precisely. A clear thesis statement will avoid generalizations and make your position known.

Weak Thesis: The lack of funding in public schools is a major issue in the American education system.

Stronger Thesis: Underfunding arts programs in public schools does not adequately prepare students for college.

3. Declarative

Present your position or point of view as a statement or declarative sentence. Your research question helped guide your initial searching so you could learn more about your topic. Now that you have completed that step, you can extract a thesis statement based on the research you have discovered.

Weak Thesis: Does car exhaust impact climate change?

Stronger Thesis: Car exhaust is a leading contributor to climate change.

4. Third Person

Write your thesis statement in third person voice. Rather than addressing "I," "we," "you," "my," or "our" in your thesis, look at the larger issues that affect a greater number of participants. Think in terms like "citizens," "students," "artists," "teachers," "researchers," etc.

Weak Thesis: I think using your cell phone while driving is the leading cause of traffic deaths for people in my age group.

Stronger Thesis: Cell phone use is the leading cause of traffic deaths in teenagers.

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Frequently asked questions

Can i write about myself in the third person.

In most contexts, you should use first-person pronouns (e.g., ‘I’, ‘me’) to refer to yourself. In some academic writing, the use of the first person is discouraged, and writers are advised to instead refer to themselves in the third person (e.g., as ‘the researcher’).

This convention is mainly restricted to the sciences, where it’s used to maintain an objective, impersonal tone. But many style guides (such as APA Style ) now advise you to simply use the first person, arguing that this style of writing is misleading and unnatural.

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Point of View in Academic Writing

Point of view is the perspective from which an essay is written. The following chart lists both the personal pronouns and their possessive forms used with these points of view:

When choosing appropriate point of view for academic or formal writing, consider the type and purpose of the assignment.

First Person

First-person point of view is used to write stories/narratives or examples about personal experiences from your own life. Note the following paragraph:

Several people have made a lasting impression on me . I remember one person in particular who was significant to me . Dr. Smith, my high school English teacher, helped my family and me through a difficult time during my junior year. We appreciated her care, kindness, and financial help after the loss of our home in a devastating fire.

Note : Academic writing often requires us to avoid first-person point of view in favor of third-person point of view, which can be more objective and convincing. Often, students will say, “ I think the author is very convincing.” Taking out I makes a stronger statement or claim: “The author is very convincing.”

Second Person

Second-person point of view, which directly addresses the reader, works well for giving advice or explaining how to do something. A process analysis paper would be a good choice for using the second-person point of view, as shown in this paragraph:

In order to prepare microwave popcorn, you will need a microwave and a box of microwave popcorn which you’ve purchased at a grocery store. First of all, you need to remove the popcorn package from the box and take off the plastic wrap. Next, open your microwave and place the package in the center with the proper side up. Then set your microwave for the suggested number of minutes as stated on the box. Finally, when the popcorn is popped, you’re ready for a great treat.

Note : Academic writing generally avoids second-person point of view in favor of third-person point of view. Second person can be too casual for formal writing, and it can also alienate the reader if the reader does not identify with the idea.

Replacing You

In academic writing, sometimes "you" needs to be replaced with nouns or proper nouns to create more formality or to clarify the idea. Here are some examples:

Third Person

Third-person point of view identifies people by proper noun (a given name such as Shema Ahemed) or noun (such as teachers, students, players, or doctors ) and uses the pronouns they, she, and he . Third person also includes the use of one, everyone, and anyone. Most formal, academic writing uses the third person. Note the use of various third-person nouns and pronouns in the following:

The bosses at the company have decided that employees need a day of in-house training. Times have been scheduled for everyone . Several senior employees will be required to make five-minute presentations. One is not eager to speak in front of others since he’s very shy. Another one , however, is anxious to relate their expertise. The variation in routine should provide an interesting day for all people concerned.

Third Person Pronouns: Gender-Fair Use of Language and Singular “They”

In the past, if you wanted to refer to one unnamed person, you used the masculine pronoun: If a person is strong, he will stand up for himself . Today, you should avoid the automatic use of the masculine pronoun because it is considered sexist language.

Also avoid perpetuating gender stereotypes by assigning a particular gendered pronoun: A doctor should listen to his patients. A nurse should listen to her patients . These examples make assumptions that doctors are men and nurses are women, which is a sexist stereotype.

Instead, use the pronouns they or them to refer to a person whose gender is undisclosed or irrelevant to the context of the usage: If a person is strong, they will stand up for themselves when they believe in something.

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In school and research, citing sources is super important. It proves you did your homework and lets others double-check your information. When you write in the third person, remember not to use words like "I" or "you." Stick to third-person words to keep it right.

Explore What is Third Person Writing in Essays

In academic writing, the third-person point of view is usually more explicit, allowing a writer to come across as more objective. When using third-person pronouns, the writer will not refer to themselves in the essay but instead use sources to support their claims.

You can use third-person writing in ads and persuasive stuff, too. It stops things from sounding too one-sided like they do in the first-person.

Learn More About Writing a Third Person in Academic Work

Writing in the third person means you step away from your essay completely. It might seem tough at first, but it gets easier with practice. Your argument becomes much more convincing when you remove yourself from the equation and let the facts speak for themselves. Discover the finesse of third-person writing in our latest blog post, where we'll guide you through the nuances of adopting this versatile style for impactful communication.

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How to write in third person.

The secret to writing well in the third person is to keep in mind that you're not the main character. Your role is to give reliable information and let the reader draw their own conclusions.

Learn how to effectively employ this approach in your research work

You should avoid using contractions such as "I'm," "you're," or "we'll." Writing in complete sentences will improve the caliber and professionalism of your essay.

• When writing in the third person, always use the pronoun "he, she, it" instead of "I, we, you."
• Use proper grammar and punctuation when writing in the third person.
• Be consistent with your point of view - don't alternate between writing in the third and first person in the same paragraph .
• Keep your audience in mind - who are you writing for? Make sure that your language and tone are acceptable for them.
• Remember that you are an observer in the third person point of view - so don't insert your own opinions or feelings into the story.

Types of 3rd Person Writing Point of View

There are three different kinds of third-person points of view:

• A limited point of view means that the narrator only knows what one character knows.
• The objective point of view means that the narrator does not reveal anything about any character's thoughts or feelings.
• An omniscient point of view means that the narrator knows everything about all characters in the story.

Third Person Limited vs. Objective vs. Omniscient

Considering these three points of view as different cameras filming a scene can be helpful.

• A limited point of view would be like having a camera following one character around so that the audience only sees what that character sees.
• The objective point of view would be like having a camera positioned in one spot so that the audience sees everything that happens but doesn't know what the characters think or feel.
• An omniscient point of view would be like having a camera that can film everything happening at once—the audience knows everything about all characters in the story.

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Which Essays are Written from a 3rd Person's Point of View?

1.      expository essays.

Expository essays are written in the third person because they explain something. The writer is not a character in the story and is instead just an observer. This type of essay is often used to describe a concept or idea.

2.      Argumentative Essays

Third-person narration is sometimes used while writing argumentative essays. Because the author is trying to persuade the reader of something,, and using the first person would make it seem like the writer is biased.

3.      Research Papers

Another sort of essay that is frequently written in the third person is the research paper. It is because the paper is meant to be factual account of what has been researched on a particular topic.

4.      Literary Analysis Essays

Literary analysis essays can be written in either the first or third-person point of view. However, the third-person point of view is more common because it allows the writer to remain objective and unbiased when discussing the author’s work.

5.      Descriptive Essays

Third-person views are sometimes used while writing descriptive essays.This is because the author is describing something to the reader without including their own opinion on the matter.

6.      Compare and Contrast Essays

Compare and contrast essays can be written in either first or third-person point of view. However, it is generally more accessible for the author to write in the third person point of view, allowing them to compare and contrast the two subjects more objectively.

7.      Personal Narratives

Typically, first-person narratives are used in personal essays, as they are about the author's personal experiences. However, writing a personal narrative in the third person is possible if the author is telling their story from a distance and does not include their own emotions or thoughts.

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What are the Benefits of Writing in the 3rd Person?

1.  more objective.

Writing in the third person keeps it fair and factual. First person might bring in your own biases. However, when you write in the third person, you can remain unbiased and present the facts without injecting your opinion. It can make your writing more credible and trustworthy.

2.  More Engaging

Another benefit of writing in the third person is that it can make your writing more engaging for the reader. When you write in the first person, the reader may feel they are being talked down to or lectured, but in third person, they become part of the story, making it more enjoyable and keeping them engaged.

3.  Easier to Write Complex Concepts

Third-person writing simplifies complex concepts. First person can sometimes sound condescending, but in the third person, you can present information in a way that is easy for the reader to understand. It will make your writing more accessible to a broader audience.

4.  Makes Your Writing More Professional

Writing in the third person makes your writing sound more professional and authoritative compared to first-person writing, which can sometimes come across as informal or inexperienced. So, using the third person can give your writing a polished and expert vibe.

5.  Helps You Maintain a Consistent Tone

Writing in the first person can lead to unintentional tone changes in your piece. For instance, you might begin formally but shift to a casual tone unknowingly. On the other hand, using the third person helps maintain consistent and polished writing throughout.

6.  Greater Flexibility

Writing in the third person offers more viewpoint flexibility compared to the first person, allowing you to present information from any perspective, which is valuable for discussing controversial topics.

7.      Avoiding Bias

Writing in the first person is prone to bias as it reflects personal viewpoints and interpretations. In contrast, when you write in the third person, you can remain unbiased and present information objectively.

Third-person writing is an essential skill all students must master to succeed in academia. This writing style removes the author from the equation and allows the facts to speak for themselves.

While it may take some practice to get used to writing in this style, it is well worth the effort as it will make your essays sound more credible and polished.

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Thesis writing in third person

Scenario: You’ve just written an investigation report. Your professor has assessed your report having a resulting C grade and also the following feedback:

Should be designed in third-person, why writing in third-person is really hard.

Writing in third-person perspective is difficult – more difficult than first-person. Why? Because we have seen and go through the world through our very own perspective – our patterns of beliefs, encounters, hopes, fears. We’ve opinions, ideas, ideas, and needs. Whenever we write, it’s natural to inform our story from your own point of view. For instance:

BP didn’t take immediate responsibility for that Horizon drilling rig accident. I discovered research to exhibit they thought they might put the blame on others and for that reason avoid a lot of the price of the disaster. While responsibility might have been distributed to their partners, I believe when they’d taken immediate responsibility, it might have led to a significantly smaller sized pr disaster.

Initially glance it might appear that this can be a perfectly acceptable paragraph from the research report. Sure, it’s, from the grade 9 senior high school student.

But it’s not acceptable from the college student.

Why writing in third-person is really helpful

Within the above paragraph, do you know the details presented? There’s just one probable fact:

BP didn’t take immediate responsibility for that Horizon drilling rig accident.

I believe when they’d taken immediate responsibility, it might have led to a significantly smaller sized pr disaster.)

Exactly what do each one of these fancy terms mean?

Basically, they mean you have only stated one factor that’s easily provable – the very first sentence. The rest is actually fiction – stuff you composed.

In research terms, you have not stated much inside your paragraph that’s reliable because each sentence doesn’t follow from the proven road to previous details which are logically connected.

Third-person writing is helpful since it forces a separation from the writer’s personal perspective from provable details along with a logical chain of thinking. By utilizing it, he, she, them, their, etc. you’re taking yourself from the equation. You’re forcing yourself to step away from what you’re researching and covering and then try to view it without filtering information using your beliefs, encounters, hopes, fears, values, etc. You’re removing because your personal opinion in the analysis as you possibly can.

By writing in third-person you’re therefore writing something which is nearer to a truth that’s observable by someone else – the readers. And you’re now seeing the problem you’re writing about from the neutral, uninvolved perspective.

Illustration of the paragraph used earlier, now designed in third-person:

BP didn’t take immediate responsibility for that Horizon drilling rig accident (reference). There’s evidence that BP thought they might put the blame on others and for that reason avoid a lot of the price of the disaster (reference 1, reference 2, reference 3). Although it follows logically that some responsibility must have been distributed to their partners, research using their company disaster responses implies that a quick public announcement taking immediate responsibility leads to lower pr costs (example reference 1, example reference 2, research source 1).

Within this example, the writing has become factual or logically concluded from previous details. And every research item is clearly referenced – possibly with an excessive amount of referencing, even!

Crafting well in third-person

This really is simple to do – kind of.

To create well in third-person, pretend you’re an impartial judge inside a court, studying aloud only the details of the situation at the beginning of an effort. At this time, no decision has been created regarding guilt or innocence of the individual billed, no blame laid, with no sentence given. Only the details are now being presented.

Exactly what does it seem like when you’re studying the details from the situation towards the courtroom? Like a judge, you’re locked in high esteem, reliable, and ready of power. Will you be as respected, reliable, and accorded it of power should you began not by studying only the details, however with your opinion tossed in at same time?

Evidence prior to the court includes photos showing damage completed to the claimants vehicle, which clearly ended through the defendant, while he looks guilty and that i can’t stand how he sits within the chair.

It appears silly, does not it? However, when you’re writing with a mixture of researched details, conjecture, and opinion, you do exactly the same factor: You’re in reliable position of power like a investigator and analyst from the details, but you’re telling the readers your personal opinion of these.

To create well in third-person perspective, remember that you’re impartial – you’re just there being an impartial judge – to not present your individual perspectives, unless of course you particularly requested to do this. Take a step back psychologically and then try to see what’s really there, what others say concerning the details you’re finding, and just what everything logically results in.

There are a variety of interesting buts to 3rd-person writing concept:

1. Writing in third-individual is so BORING! It’s all about details and logic. How about FEELINGS. How about right and wrong? Where’s a persons story? How about believing in something? How about ME and just what I believe and feel?!

Research and third-person writing could be emotionally numbing. It’s largely about left-brain thinking and analysis. Which is not necessarily quite interesting, particularly if you’re a relationship oriented person (begin to see the Success Orientations model for additional about this).

Third-person writing has its own place. And thus do feelings, thought on right and wrong, a persons story, values, and also you – your individual story and experience with things.

However they belong in separate kinds of writing.

For research papers that others need to read to understand details from, understand a scenario, draw conclusions from, and take actions that could have big implications and charges? Third-person writing.

For any biography, story, blog, journal, diary, or any other personal human expression? First individual is all right. and it’s also necessary.

2. Exactly how should we know anything can be a fact?

You cannot. But this isn’t a primer on philosophy, quantum physics, or spirituality. With this primer, think that details are things that may be observed by many people inside a similar enough manner they can be considered exactly the same.

3. When will i reach write in first-person?

At this time – or write now (ha, ha!) Writing in first-individual is also about reflection, catharsis, integration, and learning. It’s very, essential. So please: Begin a blog, journal, or diary. Express yourself, even if you’re the only real readers. It feels great to do this and you will you need to be helping another person understand their very own world, if you opt to share your writing with other people.

The content 2012 by Paul Kurucz. Please e-mail Paul together with your ideas to ensure that this document could be improved. This document or any info on it might be quoted or reprinted for non-commercial use. However, please reference this website and recognize Paul Kurucz because the author of whatever you copy came from here. Thanks.

Writing in third person could be a simple task when you are just a little practice by using it. For academic purposes, third person writing implies that the author must stay away from subjective pronouns like “I” or “you.” For creative writing purposes, you will find variations between third person omniscient, limited, objective, and episodically limited perspectives. Determine which one fits your writing project.

Method Certainly one of Five: Writing in Third Person Educationally Edit

• Third person helps the writing remain focused on details and evidence rather of private opinion. [2]

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• Third person pronouns include: he, she, it his, her, its him, her, it themself, herself, itself they them their themselves.
• Names of most people are also considered suitable for third person use.
• Example: “ Cruz believes differently. Based on his research, earlier claims about them are incorrect.”
• First person pronouns include: I, me, my, mine, myself, we, us, our, ours, ourselves. [4]
• The issue with first individual is that, educationally speaking, it may sound too personalized and too subjective. Quite simply, it might be hard to convince the readers the views and concepts being expressed are impartial and untainted by personal feelings. Many occasions, when utilizing first part of academic writing, people use phrases like “I believe,Inch “In my opinion,Inch or “for me.Inch
• Incorrect example: “Even though Cruz thinks by doing this, I think his argument is wrong.”
• Correct example: “Even though Cruz thinks by doing this, others within the field disagree.”
• Second person pronouns include: you, your, yours, yourself. [6]
• One primary trouble with second person is it can seem accusatory. It runs to chance of placing an excessive amount of responsibility around the shoulders from the readers particularly and presently studying the job.
• Incorrect example: “If you’ll still disagree nowadays, then you’ve got to be unaware of the details.”
• Correct example: “Someone who still doesn’t agree nowadays should be unaware of the details.”
• Indefinite third person nouns present with academic writing include: the author, the readers, individuals, students, students, a teacher, people, an individual, a lady, a guy, a young child, researchers, scientists, authors, experts.
• Example: “In spite from the challenges involved, researchers still persist within their claims.”
• Indefinite third person pronouns include: one, anybody, everybody, someone, nobody, another, any, each, either, everyone, neither, nobody, other, anybody, somebody, everything, someone.
• Incorrect example: “You may be enticed to agree without all of the details.”
• Correct example: “ One may be enticed to agree without all of the details.” [7]
• Normally, this is done so that they can steer clear of the gender-specific “he” and “she” pronouns. The error here is always to make use of the plural “they” pronoun in position. [8]
• Incorrect example: “The witness desired to offer anonymous testimony. They’ were scared of getting hurt if their name was spread.”
• Correct example: “The witness desired to offer anonymous testimony. She or he was scared of getting hurt if their name was spread.”
• For example, a tale can include four major figures: William, Bob, Erika, and Samantha. At various points through the story, the ideas and actions of every character ought to be portrayed. These ideas can happen inside the same chapter or block of narration.
• Example: “William believed that Erika was laying, but he still desired to think that she’d a very good reason for doing this. However, Samantha thought that Erika was laying and felt jealous concerning the fact that Tony desired to think well from the other girl whatsoever.”
• In this way, the author of the third person omniscient story is sort of such as the “god” of this story. The author can watch the exterior actions associated with a character anytime, but unlike a restricted human observer, the author may also look into intricacies of this character when needed, too.
• Know when to have to wait. Despite the fact that a author can reveal any information she or he chooses to show, it might be more advantageous to show several things progressively. For example, if a person character should really possess a mysterious aura, it might be a good idea to limit use of that character’s inner feelings for some time before revealing their true motives.

Avoid utilisation of the first person and 2nd person pronouns. Active dialog ought to be the only time that first person pronouns like “I” and “we” should appear. You have to second person pronouns like “you.”

• Don’t use first person and 2nd person perspectives within the narrative or descriptive servings of the written text.
• Correct example: Bob stated to Erika, “I think this really is creepy. What is your opinion?”
• Incorrect example: I figured it was creepy, and Bob and Erika thought so, too. What is your opinion?

Stick to the actions of numerous figures. When utilizing third person objective, the author can describe those things and words associated with a character anytime and put inside the story. [18]

• There need not be considered a single primary character to pay attention to. The author can switch between figures, following different figures throughout the path of the narrative, as frequently when needed.
• Avoid first person terms like “I” and 2nd person terms like “you” within the narrative, though. Just use third and fourth person within dialog.

Don’t attempt to get involved with straight into a character’s mind. Unlike omniscient pov in which the narrator checks everyone’s mind, objective pov does not consider anyone’s mind. [19]

• Imagine that you’re a hidden bystander observing those things and dialog from the figures inside your story. You aren’t omniscient, so you don’t have use of any character’s inner ideas and feelings. You simply get access to each character’s actions.
• Correct example: “After class, Graham hurriedly left the area and rushed to his dorm room.”
• Incorrect example: “After class, Graham raced in the room and rushed to his dorm room. The lecture had made him so angry he believed he may snap at the next one he met.”

Show try not to tell. Despite the fact that another person objective author cannot share a character’s inner ideas, the author could make exterior observations that suggest what individuals internal ideas may be. Describe what’s going on. Rather of telling the readers that the character is angry, describe his facial expression, body gestures, and words to exhibit that he’s mad. [20]

• Correct example: “When nobody else was watching her, Isabelle started to weep.”
• Incorrect example: “Isabelle was too prideful to weep before others, but she felt completely damaged-hearted and started crying once she was alone.”

Avoid inserting your personal ideas. The writer’s purpose when utilizing third person objective would be to behave as a reporter, not really a commentator. [21]

• Allow the readers draw his very own conclusions. Present those things from the character without analyzing them or explaining how individuals actions ought to be viewed.
• Correct example: “Yolanda checked out her shoulder three occasions before sitting lower.”
• Incorrect example: “It might appear just like a strange action, but Yolanda checked out her shoulder three occasions before sitting lower. This compulsive habit is a sign of her paranoid condition of mind.”

How you can Understand Areas of Speech

Crafting in Third Person Omniscient

How to prevent Colloquial (Informal) Writing

Crafting an address if You are Third Speaker

How you can Critique articles

Crafting White-colored Papers

How you can Perform a Title Page in MLA Format

Crafting Acknowledgements

How you can Summarize a tale

Crafting Dramatic Monologue

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Frequently asked questions

Can i write about myself in the third person.

In most contexts, you should use first-person pronouns (e.g., “I,” “me”) to refer to yourself. In some academic writing, the use of the first person is discouraged, and writers are advised to instead refer to themselves in the third person (e.g., as “the researcher”).

This convention is mainly restricted to the sciences, where it’s used to maintain an objective, impersonal tone. But many style guides (such as APA Style ) now advise you to simply use the first person, arguing that this style of writing is misleading and unnatural.

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