In the light of the shaping effect of paradigm on knowledge-building and the inherent complexity of academic discourse, this study discusses the relationship among discipline, disciplinary paradigm, and disciplinary knowledge. Synchronically, disciplinary paradigm is homogeneous in hard sciences, whereas it is heterogeneous in soft sciences. Diachronically, disciplinary revolution of hard sciences is characterized by paradigm shifting, while that of soft sciences is featured by paradigm position shifting. This shift in paradigm position indicates a change in philosophical beliefs held by disciplinary members, which might influence the knowledge-making practices and academic discourse practices. In accordance with this view, several suggestions are provided for disciplinary academic discourse analyses.