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 pertaining to the data or support.

Compare the next two short texts, (A) and (B). You will observe that although the two texts are, in essence, saying the thing that is same (B) has a significant quantity of extra language all over 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 every difference?

You will probably notice that (B) is more ‘academic’, but 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 an important proportion of students, extensive reading may play a role in an improvement within their active vocabulary. Yen’s (2005) study involved learners aged 15-16 in the UK, even though it can be applicable to many other groups. However, the study involved an opt-in sample, which means that the sample students might have been more ‘keen’, or more involved with reading already. It will be helpful to see whether the findings differ in a wider sample.

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

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

Look for 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 some extent

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 an easier 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 oftentimes used to mean
the term can be used to refer 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 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 easiest method 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 should about be writing

Write about the basic ideas that may answer your question

Conclusion

Re-write exactly 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 points that are main are going to write on in your essay.
Keywords = words which are important elements of the question
Definition = A one-sentence summary of your whole essay which you write in your introduction.
We will proceed through some examples in a second.

Basic Introduction

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

• Rewrite the question using keywords, range from the name of text(s) and author(s)
• Write a single sentence answer (definition)
• List every one 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 not fly because their bodies don’t allow them to. (Definition)
they’ve been too heavy to float, they do not have wings or propellers, and they cannot control aircraft. (Main Points)

The body forms most of your essay.
It is the most part that is important of essay you write.
Within you, you need to argue your entire points that are main explain why they reply to your question.
Each main point should really be in a paragraph that is new.

Each main point must be in a paragraph that is different. Each paragraph should really be put down similar to this:

• Topic Sentence: a sentence that is short you repeat one main point from your introduction.

advantageous link

• Discussion: Explain why your main point is right and give reasons why.
• Evidence: Proof that you will get from a text, a quote, or a ‘fact’. It will prove that the answer is right.
• Lead out: complete the point that is main you can go to the next.

Exemplory instance of a physical body Paragraph

Pigs are too heavy to float. (Topic Sentence)
Their large bodies and weight imply that they are not able to float, which will be a good way a creature can fly. To float a pig would need to be lighter than air. (discussion)
A pig weighs 200 kilograms, and this is why weight, it is really not lighter than air. (Evidence)
This is exactly why, a pig is unable to float and cannot fly. (Lead out)

Conclusion of Essay Writing Structure

A conclusion is a short summary of everything you’ve got written in the body 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 air, and therefore cannot fly.