Didactic, logical and linguistic analysis of the use of “and/or” in academic discourse and the formation of rigorous thinking

Abstract

The indiscriminate use of the expression “and/or” has become normalized in university academic discourse, particularly in scientific texts, student papers, and institutional documents. Although its origin responds to an intention of logical precision, its inappropriate use generates conceptual ambiguity, weakens argumentative rigor, and impoverishes the quality of academic language. This article derives from the research project entitled Strengthening the didactic-pedagogical level of teachers in educational institutions of the Jipijapa canton. It analyzes the problem from three complementary perspectives—linguistic, logical, and didactic—with the purpose of demonstrating that the correction of connector usage does not constitute a merely stylistic issue, but rather an essential component in the formation of rigorous thinking in higher education. The study is supported by contributions from academic literacy, discourse linguistics, informal logic, and research methodology, establishing an explicit dialogue with contemporary authors.