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
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