Using language with a suitable quantity of caution can protect your claims from being easily dismissed. It also helps to point the known degree of certainty we have in terms of the evidence or support.
Compare the next two short texts, (A) and (B). You will notice that even though two texts are, in essence, saying the thing that is same (B) has a significant number of extra language all over claim. A amount that is large of language is performing the purpose of ‘hedging’.
Compare the next two texts that are short (A) and (B). Exactly how many differences would you see into the second text? What is the function/effect/purpose of each difference?
You shall probably observe that (B) is more ‘academic’, but it is important to understand why.
(A) Extensive reading helps students to enhance their vocabulary.
(B) Research conducted by Yen (2005) seems to indicate that, for an important proportion of students, extensive reading may play a role in an improvement within their active vocabulary. Yen’s (2005) study learners that are involved 15-16 into the UK, even though it could be applicable to many other groups. However, the study involved an opt-in sample, which means the sample students may have been more ‘keen’, or more involved with reading already. It will be beneficial to see if the findings differ in a wider sample.
(Please note that Yen (2005) is a fictional reference used only as one example).
The table below provides some examples of language to use when making knowledge claims.
Look for samples of hedging language in your reading that is own add to this table.
Phrases for Hedging
Language Function with Example Phrases
1) Quantifiers
some
a fraction
a minority/majority of
a proportion of
to a point
2) Appearance
appears to
has the appearance of
is similar to
shares characteristics with
appears to be in line with
3) Possibility
might
may
could
can
has the possibility of
has the potential to
is in a position to
4) Frequency
sometimes
rarely
tends to
has a tendency to
5) Comparatively
in a simpler way than .
more simply than …
When compared to …
Into the context of …
…in certain situations…
Within some households…
7) Ev >Based on …
As indicated by …
According to …
8) Description in language
can be described as
could be thought to be
is sometimes labelled
can be equated to
the term is usually used to mean
the term can be used to mention to
this may indicate that …
this may declare that …
Language categories compiled and devised by Jane Blackwell
IOE Centre that is writing Online
Self-access resources from the Academic Writing Centre at the UCL Institute of Education.
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Academic Centre that is writing Institute of Education
Essays often sound tough, however they are the easiest method to create a lengthy answer.
In this lesson, we will have a look at just how to write one.
Introduction
Start your answer, and list what you should be writing about
Come up with the ideas that will answr fully your question
Conclusion
Re-write exactly what your ideas are and say why they have been answered by you
Arguments, Keywords and Definitions
Before we start going right through how an essay works, we must go through three terms that individuals will use to describe everything you do for essay writing structure.
Argument = every one of the main points you are likely to write about in your essay.
Keywords = words that are important components of the question
Definition = A one-sentence summary of one’s whole essay that you write in your introduction.
We shall proceed through some examples in an instant.
Basic Introduction
To publish your introduction, follow these steps. Each of these steps means you start a new sentence.
- Rewrite the question using keywords, range from the name of text(s) and author(s)
- Write a one sentence answer (definition)
- List every one of the main points of one’s argument
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Exemplory instance of an Introduction
Are pigs able to fly? (Question)
Pigs are not able to fly. (Re-write of question)
they can not fly because their bodies don’t allow them to. (Definition)
they have been too heavy to float, they do not have wings or propellers, and additionally they cannot control aircraft. (Main Points)
The body forms most of the essay.
This is the most part that is important of essay you write.
Within you, you must argue all of your main points and explain why they reply to your question.
Each main point should really be in a paragraph that is new.
Each main point should really be in a paragraph that is different. Each paragraph should really be put down similar to this:
- Topic Sentence: a sentence that is short you repeat one main point from your introduction.
- Discussion: Explain why your point that is main is and provide reasoned explanations why.
- Evidence: Proof that you get from a text, a quote, or a ‘fact’. It should prove that your particular answer is right.
- Lead out: Finish the main point so you are able to go directly to the next.
Exemplory case of a physical body Paragraph
Pigs are way too heavy to float. (Topic Sentence)
Their large bodies and weight mean that they’re not able to float, that will be one way a creature can fly. To float a pig will have to be lighter than air. (discussion)
A pig weighs 200 kilograms, and due to this weight, it is really not lighter than air. (Evidence)
This is exactly why, a pig is unable to float and cannot fly. (Lead out)
Conclusion of Essay Writing Structure
A conclusion is a summary that is short of you have got written in the body paragraph.
It should ‘tie’ everything together.
As pigs are not able to float, they do have wings and cannot control aircraft, they not able to enter into the atmosphere, and fly that is therefore cannot.