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 terms of the evidence or support.
Compare the next two texts that are short (A) and (B). You will see that even though the two texts are, in essence, saying the same thing, (B) has a substantial level of extra language across the claim. A amount that is large of language is performing the purpose of ‘hedging’.
Compare the next two texts that are short (A) and (B). How many differences can you see when you look at the second text? What’s the function/effect/purpose of each difference?
You shall probably observe that (B) is much more ‘academic’, however it is important to know why.
(A) Extensive reading helps students to boost their vocabulary.
(B) Research conducted by Yen (2005) appears to indicate that, for a significant proportion of students, extensive reading may contribute to an improvement within their active vocabulary. Yen’s (2005) study learners that are involved 15-16 into the UK, even though it can be applicable to 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 will be beneficial to see whether or not the findings differ in a wider sample.
(please be aware that Yen (2005) is a fictional reference used only for instance).
The table below provides some examples of language to use when knowledge that is making.
Try to find examples of hedging language in your reading that is own add for this table.
Phrases for Hedging
Language Function with Example Phrases
a minority/majority of
a proportion of
to some degree
has the looks of
is similar to
shares characteristics with
appears to stay in line with
has the possibility of
has the potential to
is in a position to
has a tendency to
in an easier 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 can be used to refer to
this may indicate that …
this may claim that …
Language categories compiled and devised by Jane Blackwell
IOE Writing Centre Online
Self-access resources from 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, but they are the way that is easiest to create a lengthy answer.
In this lesson, we shall have a look at just how to write one.
Start your answer, and list what you should be writing about
Write about the ideas which will answer your question
Re-write what your 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 = most of the main points you are planning to write about in your essay.
Keywords = words which are important elements of the question
Definition = A one-sentence summary of your whole essay that you write in your introduction.
We shall go through some examples in a moment.
To create your introduction, follow these steps. Each one of these steps means you start a new sentence.
- Rewrite the question using keywords, through the name of text(s) and s that are author(
- Write a one sentence answer (definition)
- List all 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 cannot fly because their bodies don’t allow them to. (Definition)
they truly are too heavy to float, they do not have wings or propellers, and additionally they cannot control aircraft. (Main Points)
Your body forms most of your essay.
It will be the most part that is important of essay you write.
Within you, you must argue all your main points and explain why they answr fully your question.
Each main point must certanly be in a paragraph that is new.
Each main point ought to be in a paragraph that is different. Each paragraph should be lay out similar to 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 provide reasoned explanations 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 it is possible to go to the next.
Exemplory case of a physical body Paragraph
Pigs are way too heavy to float. (Topic Sentence)
Their large bodies and weight mean that they’re not able to float, which is one of the ways 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’s not lighter than air. (Evidence)
that is why, a pig is not able to float and cannot fly. (Lead out)
Conclusion of Essay Writing Structure
A conclusion is a short summary of everything you have got printed in your body paragraph.
It will ‘tie’ everything together.
As pigs aren’t able to float, they do have wings and cannot control aircraft, they not able to enter into the atmosphere, and fly that is therefore cannot.