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 suitable amount of caution can protect your claims from www.essay-911.com being easily dismissed. It can also help to indicate the known level of certainty we have in relation to the data or support.

Compare the following two texts that are short (A) and (B). You will observe that even though two texts are, in essence, saying the same thing, (B) has an important number of extra language round the claim. A large level of this language is performing the purpose of ‘hedging’.

Compare the following two texts that are short (A) and (B). Just how many differences can you see in the text that is second? What is the function/effect/purpose of every difference?

You will probably notice that (B) is more ‘academic’, however 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 substantial proportion of students, extensive reading may play a role in a noticable difference in their active vocabulary. Yen’s (2005) study learners that are involved 15-16 when you look at the UK, even though it may be applicable to many other groups. However, the study involved an sample that is opt-in which means the sample students may have been more ‘keen’, or more involved with reading already. It might be beneficial to see whether or not the findings differ in a wider sample.

(Please 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 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 degree

2) Appearance

appears to
has the appearance of
is similar to
shares characteristics with
appears to stay 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 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

can be described as
could be thought to be
is sometimes labelled
can be equated to
the term is actually used to mean
the term is oftentimes used to mention to
this may indicate that …
this may suggest that …

Language categories devised and compiled by Jane Blackwell

IOE Centre that is writing 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, however they are the simplest way to write an extended answer.
In this lesson, we will look at how exactly to write one.

Introduction

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

Talk about the ideas which will reply to your question

Conclusion

Re-write what your ideas are and say why you have 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 = every one of the points that are main are likely to come up with in your essay.
Keywords = words that are important elements of the question
Definition = A one-sentence summary of one’s whole essay that you write in your introduction.
We will proceed through some examples in a minute.

Basic Introduction

To create your introduction, follow these steps. Each of these steps means you begin a new sentence.

  • Rewrite the question using keywords, through the name of text(s) and author(s)
  • Write a single sentence answer (definition)
  • List most of the main points of the argument

Exemplory case of an Introduction

Are pigs able 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 do not have wings or propellers, plus they cannot control aircraft. (Main Points)

Your body forms most of your essay.
It’s the most important element of each essay you write.
In your body, you have to argue all of your main points and explain why they answr fully your question.
Each main point should always be in a paragraph that is new.

Each main point should be in a paragraph that is different. Each paragraph ought to be lay out such as this:

  • Topic Sentence: a short sentence where you repeat one main point from your introduction.
  • Discussion: Explain why your point that is main is and give reasons why.
  • Evidence: Proof that you will get from a text, a quote, or a ‘fact’. It must prove that your particular answer is right.
  • Lead out: Finish the main point so you are able to go directly to the next.

Example of a physical body Paragraph

Pigs are way too heavy to float. (Topic Sentence)
Their large bodies and weight mean that they may not be able to float, that is one of the ways a creature can fly. To float a pig would need to be lighter than air. (discussion)
A pig weighs 200 kilograms, and due to this weight, it is really not lighter than air. (Evidence)
that is why, a pig struggles to float and cannot fly. (Lead out)

Conclusion of Essay Writing Structure

A conclusion is a short summary of everything you’ve got printed in your system paragraph.
It must ‘tie’ everything together.

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