Discussion Overview
The discussion centers around the use of language in mathematical writing, specifically the differences and implications of using "we" versus "the result is" in the context of analytical geometry and linear algebra. Participants explore the nuances of first-person language in scholarly communication and its impact on reader engagement.
Discussion Character
- Debate/contested
- Conceptual clarification
- Meta-discussion
Main Points Raised
- Some participants question the necessity of using "we," suggesting it complicates the narrative by raising the question of "who is WE," while others argue that it can enhance engagement.
- There is a viewpoint that the impersonal "one" can serve as an alternative, allowing for a broader interpretation of the audience.
- Several participants express a preference for avoiding first-person language in scholarly writing, noting that some co-authors and publication venues favor active voice.
- Some participants appreciate the inclusive nature of "we," indicating it can foster a sense of collaboration between the author and the reader.
- Concerns are raised about the overuse of the verb "to be," with some suggesting it leads to dull writing.
- Historical context is provided regarding the use of "we" in mathematical literature, with references to its commonality in textbooks and past experiences with referees in academic publishing.
- There is a discussion about the editorial "we" and its purpose in avoiding egotism, contrasted with the royal "we" as a different usage.
- Some participants note the effectiveness of using "we" in lectures to engage students, while others argue this may not translate effectively to written formats like websites.
- Disagreement exists regarding the clarity of "we" in written communication, with some asserting it could imply authority rather than inclusivity.
Areas of Agreement / Disagreement
Participants express a range of opinions on the use of "we" versus "the result is," with no clear consensus reached. Some favor first-person language for engagement, while others prefer more impersonal forms. The discussion remains unresolved regarding the best practice for language use in mathematical writing.
Contextual Notes
Participants highlight various assumptions about audience interpretation and the context of communication, noting that the informal nature of websites may differ from formal academic writing. The implications of language choice on reader perception and engagement are also discussed.