Summary
Relative pronouns such as *who*, *whom*, *that* and *which* play a crucial role in academic writing, yet they are frequently misused. Correct usage requires understanding grammatical case, clause structure and the logical role of each pronoun within its relative clause.
This guide explains how to identify the correct form of a relative pronoun, how to avoid common errors such as misusing *whom*, and how to ensure clarity and precision when constructing relative clauses in scholarly prose. It also explores how case, position and function influence pronoun choice.
Mastering relative pronouns enhances grammatical accuracy, improves readability and strengthens the professionalism of academic writing across disciplines.
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Using Relative Pronouns Correctly: A Guide for Clear Academic Writing
Relative pronouns—most commonly who, whom, whose, which and that—appear constantly in academic writing. They allow authors to connect clauses, add essential information and build complex, nuanced sentences. Because research writing depends on precision and logical clarity, the correct use of relative pronouns is essential. Unfortunately, these pronouns are also among the most frequently misused elements in scholarly prose.
A striking example of such misuse recently appeared in a newsletter intended for authors. The publication, issued by a respected academic press, advised writers to understand their readership. Yet the sentence introducing this otherwise sensible advice contained a grammatical error: “How do you know whom your average reader is?” Although the error may escape casual readers, it stands out to anyone familiar with English grammar and undermines the document’s credibility. The correct version is: “How do you know who your average reader is?”
This example demonstrates a principle central to the correct use of relative pronouns: a pronoun’s case is determined by its function inside its relative clause, not its function in the broader sentence. Misunderstanding this rule leads to widespread confusion, particularly with *who* and *whom*. This article explores how relative pronouns work, why their misuse is so common and how academic authors can apply them correctly for clarity and accuracy.
1. Understanding How Relative Pronouns Function
Relative pronouns introduce subordinate clauses that provide information about a noun in the main clause. These subordinate clauses may supply essential meaning (defining relative clauses) or add non-essential detail (non-defining relative clauses). Either way, the grammatical function of the pronoun depends solely on the role it plays inside the relative clause.
In the flawed example—“How do you know whom your average reader is?”—the reader is clearly the object of the verb *know* in the main clause. However, inside the relative clause (“who your average reader is”), the pronoun stands for the subject of the clause, not the object. Because it functions as a subject, the nominative case—*who*—must be used, not the objective case—*whom*.
The confusion arises because many writers incorrectly attempt to choose the pronoun based on the role played in the main clause. But relative pronoun case does not operate that way. Its grammatical foundation lies inside the relative clause itself.
2. Choosing Between “Who” and “Whom”
The distinction between who (nominative) and whom (objective) causes particular difficulty. In contemporary English, *whom* is used far less often than *who*, especially in informal speech. Academic writing, however, still requires strict grammatical accuracy.
To determine the correct pronoun, consider the relative clause alone and supply the underlying question:
• *Who* is performing the action? • *Whom* is receiving the action?
For example:
“How do you know who your average reader is?” Here, *who* = the reader = subject of the verb *is*.
“How do you know whom your average reader enjoys most?” Here, *whom* refers to the person enjoyed. It is the object of *enjoys*.
The distinction becomes clearer when the sentence is rephrased without the embedded clause:
• “Your average reader enjoys whom?” → The pronoun is an object → use *whom*. • “Your average reader is who?” → The pronoun is a subject → use *who*.
Although *whom* is increasingly disappearing from spoken English, retaining it where grammatically required remains a marker of formal, professional writing. Because academic readers expect high standards, correct use of *whom* contributes to credibility and precision.
3. The Role of Prepositions in Relative Clauses
Prepositions complicate the choice between *who* and *whom*. When a preposition governs the pronoun, the pronoun becomes the object of that preposition. In such cases, *whom* is required in formal writing:
• “The researcher to whom you submitted your manuscript…” • “The participants with whom we conducted interviews…” • “The colleague from whom I borrowed data files…”
Writers sometimes avoid the formality of sentence-initial prepositions by shifting the preposition into the clause. This structure is grammatically correct but stylistically less formal:
• “The researcher who you submitted your manuscript to…”
In such restructured sentences, *who* becomes acceptable in many modern academic contexts because it is no longer the object of a fronted preposition. Nonetheless, highly formal writing still prefers *whom* when the pronoun functions as an object, whether or not the preposition precedes it.
4. Relative Pronouns Beyond “Who” and “Whom”
Although *who* and *whom* attract the most debate, other relative pronouns also require careful attention. The pronoun which usually refers to objects or abstract concepts, while that can refer to either people or things, though many style guides recommend using *who* for people and reserving *that* for objects.
Academic writers must also distinguish between restrictive (defining) and non-restrictive (non-defining) clauses. Restrictive clauses, which provide essential information, typically use *that* in American English and either *that* or *which* in British English:
• “The dataset that was collected last year includes 300 participants.”
Non-restrictive clauses, which add supplementary detail, require *which* and must be set off by commas:
• “The dataset, which was collected last year, includes 300 participants.”
Misplacing *which* or *that* in these contexts alters meaning and can mislead readers. Because academic writing depends on logical accuracy, correct selection is essential.
5. Avoiding Ambiguity in Relative Clauses
Ambiguous or misplaced relative pronouns can create confusion by attaching unintended meanings to clauses. For example:
• “The researcher interviewed the student who was holding a laptop.” Does *who* refer to the researcher or the student?
When ambiguity arises, authors should restructure the sentence to clarify the intended meaning. This may involve shifting the relative clause, splitting the sentence or restating the antecedent.
Clear relative pronoun placement is especially important in dense academic prose, where interpretive mistakes can distort arguments or misrepresent evidence.
6. Maintaining Consistency in Formal Academic Writing
Relative pronouns are small words, but they have outsized impact on scholarly writing. Misuse draws attention away from content and suggests weaknesses in editorial care. Maintaining consistency not only improves clarity but also strengthens credibility in the eyes of peer reviewers, editors and examiners.
Authors should therefore review manuscripts systematically for pronoun accuracy, ensuring that each relative clause uses the appropriate form. Reading sentences aloud can help identify pronoun-case mismatches and reveal awkward constructions. Because errors often stem from thinking too much about the main clause and not enough about the embedded clause, isolating the relative clause during revision is a highly effective strategy.
Final Thoughts
Relative pronouns link ideas, clarify relationships between concepts and allow academic authors to write with nuance and precision. Misuse of forms such as *whom* is common, but the underlying rules are consistent and logical. By focusing on a pronoun’s function within its relative clause, monitoring prepositional structures and selecting forms appropriate for restrictive and non-restrictive clauses, writers can avoid ambiguity and improve the quality of their scholarly prose.
Ultimately, careful attention to relative pronouns is not merely a matter of grammar but of professionalism. Clear, accurate writing enhances the communication of research and supports successful publication outcomes.
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