Hedging is a type of language use which ‘protects’ your claims.

Hedging is a type of language use which ‘protects’ your claims.

Using language with a amount that is suitable of can protect your claims from being easily dismissed. It also helps to point the degree of certainty we have in relation to the data or support.

Compare the next two texts that are short (A) and (B). You will see that even though two texts are, in essence, saying the same thing, (B) has a substantial level of extra language around the claim. A amount that is large of language is performing the purpose of ‘hedging’.

Compare the following two short texts, (A) and (B). Just how many differences do you realy see into the text that is second? What’s the function/effect/purpose of every difference?

You will 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) appears to indicate that, for a significant proportion of students, extensive reading may donate to a marked improvement inside their active vocabulary. Yen’s (2005) study learners that are involved 15-16 within the UK, although it can be applicable with other groups. However, the study involved an opt-in sample, which means that the sample students might have been more ‘keen’, or more involved in reading already. It will be beneficial to see perhaps the findings differ in a wider sample.

(please be aware that Yen (2005) is a fictional reference used only as one example).

The table below provides some situations of language to make use of when making knowledge claims.

Look for examples of hedging language in your own reading, to add to the 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 in a position to

4) Frequency

sometimes
rarely
tends to
has a tendency to

5) Comparatively

in a less complicated way than .
more simply than …
When compared to …

Within 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 normally used to mean
the term is usually 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 in 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 way to publish a lengthy answer.
In this lesson, we will glance at how exactly to write one.

Introduction

Start your answer, and list what you will really about be writing

Write on the ideas which will reply to your question

Conclusion

Re-write exacltly what the ideas are and say why you have got answered them

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 points that are main are likely to talk about in your essay.
Keywords = words that are important parts of the question
Definition = A one-sentence summary of your whole essay that you write in your introduction.
We shall go through a few examples in a moment.

Basic Introduction

To create your introduction, follow these steps. All these steps means you start a new sentence.

  • Rewrite the question using keywords, range from 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

Illustration of an Introduction

Are pigs in a position to fly? (Question)
Pigs are not able to fly. (Re-write of question)
they can’t fly because their bodies don’t allow them to. (Definition)
These are generally too heavy to float, they do not have wings or propellers, and they cannot control aircraft. (Main Points)

Your body forms most of your essay.
It’s the most part that is important of essay you write.
Within you, you have to argue your entire points that are main explain why they reply to your question.
Each main point must be in a new paragraph.

Each main point should always be in a different paragraph. Each paragraph must be lay out such as this:

  • Topic Sentence: a short sentence where you repeat one main point from your own introduction.
  • Discussion: Explain why your main point is right and give factors why.
  • Evidence: Proof that you get from a text, a quote, or a ‘fact’. It should prove that the answer is right.
  • Lead out: complete the point that is main it is possible to go right to the next.

Exemplory case of a physical body Paragraph

Pigs are too heavy to float. (Topic Sentence)
Their large bodies and weight imply that they’re not in a position to float, which can be one of the ways a creature can fly. To float a pig would top 5 college essay writing services need to be lighter than air. (discussion)
A pig weighs 200 kilograms, and this is why weight, it’s not lighter than air. (Evidence)
For this reason, 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 must ‘tie’ everything together.

As pigs are not able to float, they do have wings and cannot control aircraft, they unable to get into the air, and fly that is therefore cannot.

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