“This is what I know:” Use of the first person in sixth grade argumentative writing

Although many secondary teachers prohibit use of the first person in academic writing, little empirical evidence exists linking first person use with writing quality. This study examined first person use in 111 brief argumentative essays composed by sixth grade students (ages 11-14) in American public schools. It first analyzed the ways in which students use the first person, and then investigated whether there is any association between first person use and overall quality of writing. Findings suggest that students used the first person frequently, often in its more assertive forms, and that there is no association between use of the first person and quality of argumentative writing. Implications for instruction are that teachers should not ban the use of the first person, but should teach students how to use it more effectively.