Using language with a suitable amount of caution can protect your claims from being easily dismissed. It can also help to point the degree of certainty we have in relation to the data or support.
Compare the next two short texts, (A) and (B). You will see that even though the two texts are, in essence, saying the thing that is same (B) has a substantial quantity of extra language all over claim. A large level of this language is performing the purpose of ‘hedging’.
Compare the following two texts that are short (A) and (B). What amount of differences do you really see within the text that is second? What’s the function/effect/purpose of each difference?
You shall probably notice that (B) is more ‘academic’, but it is important to comprehend why.
(A) Extensive reading helps students to boost their vocabulary.
(B) Research conducted by Yen (2005) generally seems to indicate that, for a significant proportion of students, extensive reading may contribute to a noticable difference inside their active vocabulary. Yen’s (2005) study involved learners aged 15-16 when you look at the UK, although it could be applicable to many other groups. However, the study involved an opt-in sample, meaning that the sample students may have been more ‘keen’, or more involved in reading already. It would be useful to see perhaps the findings differ in a wider sample.
(take note that Yen (2005) is a reference that is fictional only for instance).
The table below provides some examples of language to utilize when making knowledge claims.
Try to find samples of hedging language in your own reading, to add to the table.
Phrases for Hedging
Language Function with Example Phrases
a minority/majority of
a proportion of
to some degree
has the appearance of
is similar to
shares characteristics with
appears to be in line with
has the possibility of
has the potential to
is in a position to
has a tendency to
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
could be described as
could be thought to be
is sometimes labelled
can be equated to
the term is generally used to mean
the term is often 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 through the Academic Writing Centre during 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 way that is easiest to publish a lengthy answer.
In this lesson, we shall look at how exactly to write one.
Start your answer, and list what you should about be writing
Come up with the ideas that will answr fully your question
Re-write what your ideas are and say why you’ve got answered them
Arguments, Keywords and Definitions
Before we start going right on through how an essay works, we need to proceed through three terms that people will use to describe everything you do for essay writing structure.
Argument = all the points that are main are going to write about in your essay.
Keywords = words which are important areas of the question
Definition = A one-sentence summary of the whole essay that you write in your introduction.
We will proceed through a few examples in an instant.
To write your introduction, follow these steps. Each one 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 single sentence answer (definition)
- List most of the main points of your argument
Example of an Introduction
Are pigs able to fly? (Question)
Pigs are unable to fly. (Re-write of question)
they are unable to fly because their bodies don’t allow them to. (Definition)
They are too heavy to float, they don’t have wings or propellers, plus they cannot control aircraft. (Main Points)
Your body forms most of one’s essay.
It is the most part that is important of essay you write.
In your body, you need to argue your entire points that are main explain why they reply to your question.
Each main point ought to be in a paragraph that is new.
Each main point must certanly be in a paragraph that is different. Each paragraph should be set out such as this:
- Topic Sentence: a sentence that is short you repeat one main point from your own introduction.
- Discussion: Explain why your main point is right and provide main reasons why.
- Evidence: Proof you will get from a text, a quote, or a ‘fact’. It must prove that your answer is right.
- Lead out: Finish the point that is main it is possible to go directly to the next.
Exemplory instance of a physical body Paragraph
Pigs are way too heavy to float. (Topic Sentence)
Their large bodies and weight imply that they may not be in a position to float, that will be one of the ways a creature can fly. To float a pig would 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 the body paragraph.
It must ‘tie’ everything together.
As pigs are not able to float, they do have wings and cannot control aircraft, they unable to enter into the air, and fly that is therefore cannot.