Hedging is a kind 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 can also help to indicate the standard of certainty we have in relation to the evidence or support.

Compare the next two texts that are short (A) and (B). You will observe that although the two texts are, in essence, saying the same thing paper writing service, (B) has an important amount of extra language all over claim. A large level of this language is performing the purpose of ‘hedging’.

Compare the next two short texts, (A) and (B). Just how many differences would you see in the text that is second? What is the function/effect/purpose of each difference?

You will probably observe that (B) is more ‘academic’, however it is important to understand why.

(A) Extensive reading helps students to improve their vocabulary.

(B) Research conducted by Yen (2005) seems to indicate that, for a significant proportion of students, extensive reading may donate to a marked improvement within their active vocabulary. Yen’s (2005) study learners that are involved 15-16 when you look at the UK, although it may be applicable with other groups. However, the study involved an opt-in sample, meaning that the sample students might have been more ‘keen’, or more involved with reading already. It could be helpful to see perhaps the findings differ in a wider sample.

(Please note that Yen (2005) is a reference that is fictional only for instance).

The table below provides some situations of language to use when knowledge that is making.

Look for samples of hedging language in your own reading, to 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 extent

2) Appearance

appears to
has the looks 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 less complicated 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 normally used to mean
the term is often used to mention to
this may indicate that …
this may claim 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.

Still need help? Ask and respond to questions on academic writing on our Moodle forum:
Q & A Forum

Academic Writing Centre, UCL Institute of Education

Essays often sound tough, but they are the simplest way to write a long answer.
In this lesson, we will glance at just how to write one.

Introduction

Start your answer, and list what you would be writing about

Talk about the basic ideas which will answer your question

Conclusion

Re-write 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 need to proceed through three terms that people will use to describe what you do for essay writing structure.
Argument = most of the points that are main are going to come up with 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 go through some situations in a minute.

Basic Introduction

To publish your introduction, follow these steps. Every one 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 most of the main points of the 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 do not allow them to. (Definition)
they have been too heavy to float, they don’t have wings or propellers, and they cannot control aircraft. (Main Points)

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

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

  • Topic Sentence: a short sentence where you repeat one main point from your own introduction.
  • Discussion: Explain why your point that is main is and give reasons why.
  • Evidence: Proof that you get from a text, a quote, or a ‘fact’. It must prove that your answer is right.
  • Lead out: complete the main point so you can easily 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 mean that they are not in a position to float, which will be a good 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)
This is exactly why, a pig is not able to float and cannot fly. (Lead out)

Conclusion of Essay Writing Structure

A conclusion is a summary that is short of you’ve got written in the human body paragraph.
It will ‘tie’ everything together.

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

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