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DEXIS IN SCIENTIFIC TEXTS
Alikulova Shaxnoza
UESS 1-st year master's degree student
https://doi.org/10.5281/zenodo.15377634
Abstract
This article discusses the concept of dexis in scientific texts. Dexis, also known as deixis,
refers to words and phrases that point to time, place, or person, and its use is different in
scientific writing compared to spoken or informal language. In scientific texts, the use of dexis
is more limited and often carefully controlled. However, some deictic expressions are still
used to help guide readers through arguments, data, and interpretations. This paper shows
how dexis works in scientific texts and why it matters for clarity and academic tone. It also
includes examples and analysis from recent scientific articles. The goal is to help students and
young researchers understand the role of dexis and improve their academic writing skills.
Key words
: Dexis, deixis, scientific writing, academic style, discourse analysis, reference
in texts.
Dexis, or deixis, is a linguistic term that means pointing through language. It includes
words like “this,” “that,” “here,” “there,” “now,” and “then,” and personal pronouns like “I,”
“you,” “we.” In everyday conversation, these words are used often and naturally, because the
speaker and listener share the same situation and context. However, in scientific texts, the use
of dexis becomes more complicated. Scientific writing tries to be clear, objective, and formal.
For this reason, the use of personal and situational references is usually reduced or changed.
In general, scientific texts avoid first-person pronouns like “I” or “we,” especially in some
disciplines such as physics or chemistry, because the focus is on the research, not the
researcher. But in some fields like social sciences or humanities, using “we” is more accepted,
especially when referring to the research team or the academic community. According to
Hyland (2002), self-mention is a way of showing responsibility and guiding the reader
through the argument. This is one example of how dexis can have a role even in formal
academic texts.
Spatial and temporal dexis are also used in scientific writing, but in different ways than
in casual language. For example, the word “this” is common in academic writing to refer to
figures, tables, or previous statements. A sentence like “This result supports the hypothesis”
uses “this” to point back to specific data or analysis. Without deictic words like “this” or
“these,” it would be harder for readers to follow the logical flow of information. However, it is
important to use them carefully, so their reference is always clear. According to Hinkel
(2004), unclear use of deictic terms is a common problem for non-native speakers in
academic writing.
In a study by Salager-Meyer (1994), she found that authors of scientific articles use
deictic expressions to create cohesion and coherence in the text. For example, “as shown
above” or “in the previous section” are ways to guide the reader through the structure of the
paper. These expressions are both deictic and metadiscursive, because they refer to the text
itself and help organize it. This type of dexis is very useful in long and complex texts like
journal articles or theses.
Also, the use of demonstratives like “this” and “that” can show the writer’s attitude. For
example, “this important finding” shows a positive evaluation, while “that assumption” might
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create distance. These small choices have rhetorical effects, even in technical writing.
According to Charles (2003), demonstrative dexis in academic writing is not only for
reference, but also for showing stance and evaluation. The selection of a near or far
demonstrative can express whether the author agrees or disagrees with an idea, or whether
the information is central or marginal to the main argument.
Another kind of dexis that is used carefully in scientific texts is temporal dexis. Words
such as “now,” “currently,” “previously,” and “recently” help to place the study in time. For
example, a sentence like “Currently, many researchers focus on climate resilience” shows the
relevance of the topic in the present time. However, overuse of such expressions can make
writing less precise, especially when the time reference is vague. In scientific writing, exact
dates and clear time frames are preferred when possible, as this improves accuracy and
allows replication or comparison.
Dexis also varies across cultures, and this can influence how international students
approach academic writing in English. In some languages, especially those with rich verbal
inflection like Japanese or Korean, deixis can be less explicit because contextual meaning is
inferred more from the situation or social cues. In contrast, English tends to require more
direct clarification in writing. This difference means that students from such backgrounds
may unintentionally underuse or misuse deictic expressions in English academic texts.
According to Scollon and Scollon (2001), intercultural discourse awareness is essential when
students move between academic systems, as subtle choices like demonstratives or pronouns
can affect how arguments are received. For example, an author writing “this problem is
urgent” in a Western academic context is expected to clearly define what “this problem” refers
to, while in some other academic traditions, this may be implied from previous discussion or
shared knowledge.
In today’s academic world, a growing number of scientific texts are written and shared
digitally. This new context affects how deictic expressions function. In online publications,
hyperlinked references, digital figures, and interactive elements allow writers to point
readers to additional information in ways that are not possible in traditional printed texts.
This can reduce reliance on vague deictic terms, as authors may link directly to data, figures,
or external sources. However, when texts are read on screens, layout and navigation can
create challenges. A sentence like “as mentioned above” might not be clear if the reader is
scrolling or jumping between sections. Writers must now consider not only linguistic clarity,
but also user experience. As research by Bondi and Lorés-Sanz (2021) shows, digital academic
genres are reshaping textual coherence strategies, including how writers use and signal
deictic references.
To support student writers in mastering dexis, educators can introduce targeted writing
exercises. One effective activity is “reference tracing,” where students identify what each
deictic word refers to in a sample text and explain its function. Another useful method is peer
review focusing only on cohesion and clarity. Students can exchange papers and mark places
where “this” or “that” is used without a clear referent. Teachers can also show discipline-
specific examples to highlight how dexis is handled in engineering papers versus philosophy
essays. Combining linguistic awareness with genre-based instruction helps students
internalize not only the grammar of dexis but also its rhetorical purpose. As Johns (2008)
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points out, writing development is most effective when students are actively engaged with
real academic texts and reflect on the choices authors make.
In recent years, the importance of writer-reader interaction in academic writing has
been highlighted more. Writers are encouraged not only to report information, but to help
readers understand how the information connects. Deictic expressions help this process, as
they build bridges between sentences and sections. As Flowerdew (2015) points out, writers
must be aware of genre expectations and discourse features in their field, which includes the
appropriate use of dexis. For example, a paper in engineering might avoid “we” completely,
while a paper in education studies might use “we” to build solidarity with the reader.
Non-native English speakers, especially at B2 level, may find it difficult to use dexis
correctly in academic writing. One reason is that in many languages, the rules and uses of
deictic expressions are different. For example, in some languages, it is common to use “we” or
“our study” in all situations, while in English scientific writing this may sound too personal or
informal. Also, deictic expressions like “here” or “now” may be confusing in written texts,
because the time and space of writing is not the same as the time and space of reading. That is
why careful use of these expressions is important.
Another challenge is ambiguity. If a student writes “this shows the results,” it might not
be clear what “this” refers to. It could be the sentence before, a table, or a paragraph. To avoid
confusion, it is better to write, for example, “This trend in Figure 3 shows the results” or “This
pattern, discussed above, shows the results.” Such clarification makes the writing more
reader-friendly. Clarity is especially important in scientific texts where misunderstanding can
lead to wrong interpretation of data or arguments. To improve, students can pay attention to
how dexis is used in published papers in their field. They can also practice rewriting
sentences to make deictic references more clear. Tools like corpus analysis can help show
patterns in professional writing. Also, using peer feedback or writing tutors can help identify
unclear or confusing uses of dexis. As Flowerdew (2015) explains, genre awareness and
discourse analysis are key for mastering academic writing.
In conclusion, dexis in scientific texts is different from its use in everyday speech. It is
more limited, but still plays a key role in creating cohesion, structure, and clarity.
Understanding dexis can help students write better, clearer, and more professional academic
texts. Paying attention to reference, reader guidance, and discipline conventions will support
more successful writing, especially for non-native speakers preparing for conferences or
publications.
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