Evolution of English Language Usage in Academic Writing: 1990-2020

Between 1990 and 2020, the English language usage in academic writing has undergone significant transformations. These changes reflect shifts in style, structure, and content due to technological advancements, globalization, and evolving preferences of academic audiences. This article explores some of the most notable changes and their impact on the clarity and effectiveness of scholarly communication.

Conciseness and Plain Language

Change: There has been a shift towards more concise, clear, and accessible language. In the academic writing of the 1990s, complex sentences and dense vocabulary were common. However, more recent trends emphasize clarity and simplicity, with writers now aiming to minimize jargon and avoid overly complex sentences.

Impact: This change has improved the accessibility of scholarly communication, making it easier for readers, especially non-native English speakers or those from different academic fields, to understand complex topics. However, some argue that oversimplification may reduce nuance or depth in certain academic contexts.

Increased Use of First-Person Pronouns

Change: Historically, academic writing avoided the use of first-person pronouns such as 'I, ' 'we, ' and 'my.'

Impact: The increased use of first-person pronouns has made academic writing feel more engaging and personal. This shift can enhance the author's voice and clarify the origin of specific ideas or findings, making arguments more persuasive. However, it challenges traditional notions of objectivity.

Emphasis on Digital Literacy and Data-Driven Writing

Change: The rise of the internet and digital tools has changed how academics access and present information. There has been a surge in the use of data visualizations, hyperlinks, and digital references. Additionally, writing styles have adapted to accommodate the integration of multimedia and online resources.

Impact: This has enriched academic writing by enabling authors to present data in more dynamic and accessible ways, enhancing understanding. However, it has also created challenges related to ensuring proper citation and preventing an over-reliance on superficial data presentation.

Inclusive Language

Change: The adoption of more inclusive language, particularly around gender and identity, has become a prominent shift. Terms like 'they,' 'ze, ' and 'x' have gained more widespread use.

Impact: This change has promoted greater inclusivity in scholarly communication and aligns with broader societal shifts towards recognizing diversity. It can enhance the clarity of writing by avoiding assumptions about gender and identity. However, it also requires careful attention to evolving linguistic norms.

Collaborative and Interdisciplinary Writing

Change: More academic writing is now the product of collaborative efforts across different fields and institutions. This interdisciplinary approach has influenced how arguments are structured with a focus on integrating diverse methodologies and perspectives.

Impact: This has broadened the scope and relevance of academic work, making it more applicable to real-world problems. However, it can also complicate writing as different disciplines may have distinct conventions and terminologies that need to be harmonized.

Rise of Open Access Publishing and Public Engagement

Change: The rise of open-access publishing has increased the need for academics to write for a broader, more general audience. As a result, there has been a move away from the insular nature of some academic writing towards more public-facing communication.

Impact: This has made scholarly work more accessible and allowed academics to engage more directly with societal issues. However, balancing academic rigor with the need for wider appeal can sometimes lead to tensions in the depth of analysis.

Conclusion

The shifts in academic writing between 1990 and 2020 have largely made scholarly communication more accessible, interdisciplinary, and inclusive. These changes have improved the clarity of academic texts, although some scholars argue that the loss of certain formal structures or specialized language could dilute the depth of academic debate. The overall trend, however, reflects a democratization of knowledge as academic writing reaches a broader and more diverse audience.