Hedging is a type of language use which ‘protects’ your claims.
Using language with a suitable number of caution can protect your claims from being easily dismissed. It can also help to point the known level of certainty we now have with regards to the data or support.
Compare the following two texts that are short (A) and (B). You will notice that even though the two texts are, in essence, saying the same thing, (B) has a significant amount of extra language across the claim. A amount that is large of language is performing the function of ‘hedging’.
Compare the following two texts that are short (A) and (B). Exactly how many differences do you realy see when you look at the text that is second? What’s the function/effect/purpose of every difference?
You shall probably notice that (B) is much more ‘academic’, but it is important to comprehend why.
(A) Extensive reading helps students to boost their vocabulary.
(B) Research conducted by Yen (2005) appears to indicate that, for a substantial proportion of students, extensive reading may donate to a noticable difference within their active vocabulary. Yen’s (2005) study involved learners aged 15-16 into the UK, even though it could be applicable with other groups. However, the study involved an sample that is opt-in which means that the sample students may have been more ‘keen’, or more involved in reading already. It will be beneficial to see if the findings differ in a wider sample.
(take note that Yen (2005) is a fictional reference used only as an example).
The table below provides some examples of language to utilize when knowledge that is making.
Try to look for samples of hedging language in your reading that is own add for this table.
Phrases for Hedging
Language Function with Example Phrases
1) Quantifiers
some
a fraction
a minority/majority of
a proportion of
to some degree
2) Appearance
appears to
has the looks of
is similar to
shares characteristics with
appears to stay in line with
3) Possibility
might
may
could
can
has the possibility of
has the potential to
is able to
4) Frequency
sometimes
rarely
tends to
has a tendency to
5) Comparatively
in a simpler way than .
more simply than …
When compared to …
In the context of …
…in certain situations…
Within some households…
7) Ev >Based on …
As indicated by …
According to …
8) Description in language
could be described as
could be considered to be
is sometimes labelled
can be equated to
the term is generally used to mean
the term is normally used to refer 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 through 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 write a long answer.
In this lesson, we will have a look at how exactly to write one.
Introduction
Start your answer, and list what you would about be writing
Come up with the basic ideas which will reply to your question
Conclusion
Re-write exacltly what the ideas are and say why they have been answered by you
Arguments, Keywords and Definitions
That we will use to describe what you do for essay writing structure before we start going through how an essay works, we need to go through three terms.
Argument = all the main points you are planning to write about in your essay.
Keywords = words that are important components of the question
Definition = A one-sentence summary of your whole essay which you write in your introduction.
We will go through some situations in a moment.
Basic Introduction
To publish your introduction, follow these steps. Each of these steps means you begin a new sentence.
- Rewrite the question using keywords, are the name of text(s) and s that are author(
- Write a one sentence answer (definition)
- List every one of the main points of your argument
Exemplory instance of an Introduction
Are pigs able to fly? (Question)
Pigs are unable to fly. (Re-write of question)
they can not fly because their bodies don’t allow them to. (Definition)
they truly are too heavy to float, they don’t have wings or propellers, and additionally they cannot control aircraft. (Main Points)
Your body forms most of the essay.
It will be the most part that is important of essay you write.
Within you pay someone to write my paper, you need to argue all your points that are main explain why they reply to your question.
Each main point should be in a paragraph that is new.
Each main point must be in a paragraph that is different. Each paragraph must be set out similar to this:
- Topic Sentence: a sentence that is short you repeat one main point from your introduction.
- Discussion: Explain why your main point is right and provide reasoned explanations why.
- Evidence: Proof that you will get from a text, a quote, or a ‘fact’. It should prove that the answer is right.
- Lead out: Finish the main point so you can easily go to the next.
Example of a Body Paragraph
Pigs are too heavy to float. (Topic Sentence)
Their large bodies and weight mean that they’re not able to float, which is 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 not lighter than air. (Evidence)
that is 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 printed in your system 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 go into the air, and therefore cannot fly.