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 also helps to indicate the degree of certainty we websites that write essays for you now have with regards to the evidence or support.

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

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

You shall probably observe that (B) is more ‘academic’, however it is important to know 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 inside their active vocabulary. Yen’s (2005) study learners that are involved 15-16 into the UK, although it might be applicable to many other groups. However, the study involved an sample that is opt-in meaning that the sample students may have been more ‘keen’, or more involved with reading already. It will 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 examples of language to utilize when knowledge that is making.

Try to find types of hedging language in your own reading, to add to this table.

Phrases for Hedging

Language Function with Example Phrases

1) Quantifiers

some
a fraction
a minority/majority of
a proportion of
to a point

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 able to

4) Frequency

sometimes
rarely
tends to
has a tendency to

5) Comparatively

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

can be described as
could be considered to be
is sometimes labelled
can be equated to
the term is often used to mean
the term is frequently 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 from the Academic Writing Centre in the UCL Institute of Education.

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Academic Writing Centre, UCL Institute of Education

Essays often sound tough, however they are the simplest way to publish a lengthy answer.
In this lesson, we shall have a look at how to write one.

Introduction

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

Write on the ideas that may reply to your question

Conclusion

Re-write what your 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 = every one of the main points you are planning to write on in your essay.
Keywords = words which are important elements of the question
Definition = A one-sentence summary of your essay that is whole which write in your introduction.
We will go through some situations in a second.

Basic Introduction

To publish your introduction, follow these steps. Every 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 single sentence answer (definition)
  • List all the main points of one’s argument

Example of an Introduction

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

The body forms most of the essay.
This is the most important section of each essay you write.
In your body, you need to argue your entire points that are main explain why they answr fully your question.
Each main point should really be in a new paragraph.

Each main point should always be in a paragraph that is different. Each paragraph ought to be put down like this:

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

Exemplory instance of a Body Paragraph

Pigs are way too heavy to float. (Topic Sentence)
Their large bodies and weight imply that they’re not in a position 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)
As a result, a pig struggles to float and cannot fly. (Lead out)

Conclusion of Essay Writing Structure

A conclusion is a short summary of everything you have printed in your system paragraph.
It must ‘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.