In this playful meditation on academic pronouns, I report on my research findings from three separate studies: a 2007 analysis of pronoun usage patterns in recent higher education articles; a 2017 analysis of pronoun usage patterns in Teaching and Learning Inquiry since the founding of the journal in 2013; and an updated 2017 analysis of the same five higher education journals examined a decade earlier. You may be surprised by the results. However, we are not inclined to reveal the whole story here in the abstract. It is the conviction of the author that the present article must be read in its entirety in order to be fully appreciated.

中文翻译：

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第一人称

在这个关于学术代词的有趣沉思中，我报告了我从三项独立研究中获得的研究结果：2007 年对近期高等教育文章中代词使用模式的分析；2017年《教与学探究》自2013年创刊以来代词使用模式分析；以及 2017 年对 10 年前审查的相同五份高等教育期刊的最新分析。您可能会对结果感到惊讶。然而，我们并不倾向于在这里抽象地揭示整个故事。作者坚信，必须通读全文才能充分理解本文。