The aim of this paper is to show the interrelationship between the traditional prohibition of the self-reference term of the author “I” in academic texts and the conception of objectivity as a defining feature of academic texts. In the German tradition the so called “Ich-Verbot” (prohibition of “I”) is one of the three prohibitions in academic texts along with metaphor and narrative prohibition. In this paper it is argued that the non-use of “I” is not so much one of the absolute demands needed to obtain objectivity as it is one of “intellectual styles” that is very changeable according to such factors as time period, culture, discourse community, or personal disposition. In order to approach this goal, how “I” in English and “ich” in German are opposed in various guidebooks for academic writing is first investigated. The results show that under this prohibition the identity of the author is normally buried and doesn"t come out in texts. The rationale for this can be easily induced from the opinion that objectivity can only be guaranteed by the maintenance of the distance of the author from his or her research theme or result as if there were no observer, no researcher, or no writer at all. Some arguments against this attitude are introduced. First, the identity of the author is indispensable in any text. It is, so to speak, omnipresent, so the author can-not but express his or her identity. Thus, it is impossible not to disregard the author"s identity. Second, making progress in research is deeply associated with the emotional transitions of the researcher in all phases: palpitation, pleasure, anger, frustration, hope, and so on. Without these propulsive forces, academic texts could not be started, progress or be completed. Third, because the academic texts principally aim at persuasion of the reader, the persuading subject should be manifested in the text. Fourth, because academic writing is one of the forms of academic communication, it is necessary to show all the contributing factors in order to directly and unmistakably demonstrate the motive, ground, and process for as well as the interrelatedness of all factors in order that intersubjectivity rather than objectivity can be achieved. Fifth, in order to raise certain issues, the researcher needs to come to the front so that he or she can actively lead the discourse that he or she has introduced.