The following videos define some concepts of hedging and boosting and the importance of academic research writing.
HEDGING
Example 1
Categorical claim
The issues highlighted in this study are applicable to all participating institutions.
Hedged claim
The issues highlighted in this study may be applicable to many participating institutions.
Example 2
Categorical claim
Government support will assure the spread of new knowledge and the skills necessary to use the internet to thousands of people in rural areas.
Hedged claim
Government support may help with the spread of new knowledge and the skills necessary to use the internet to thousands of people in rural areas.
Example 3
Categorical claim
The study proves the link between smoking and lung disease.
Hedged claim
The study indicates/suggests a (possible) link between smoking and lung disease.
Example 4
Categorical claim
The number of unemployed people will continue to raise as the poor economic situation persists.
Hedged claim
The number of unemployed people will probably continue to raise as the poor economic situation persists.
Example 5
Categorical claim
This (and subsequent) studies led to the conclusion that the GTP itself must be the elusive base, and therefore to the proposal of the GTP-as-base mechanism (Schweins et al 1994, 1995).
Hedged claim
This (and subsequent) studies led to the conclusion that the GTP itself may be the elusive base, and therefore to the proposal of the GTP-as-base mechanism (Schweins et al 1994, 1995).
BOOSTING
Example 1:
Clearly, these sale figures show a definite increase in consumer confidence, which will undoubtedly have an impact on our share price.
Example 2:
Employees will always respond positively to such circumstances.
Example 3:
Certainly, this has had an impact on learning outcomes.
Example 4:
This will have an impact on future research in the field.
Example 5:
These figures prove that there has been strong growth as a result of policy change.
Academic writers resort to hedging and boosting to distinguish opinion from fact and evaluate their assertions in acceptable and persuasive ways. An important aspect to take into account when writing an essay is the choice between the use of hedging and boosting. On the one hand, hedging will help the writer make a statement without believing it is true. The use of verbs such as "indicate", "suggest", appear"; adverbs like "often", "quite", probably"; or modal verbs like "may", "can", "might" allow the author to acknowledge there are more opinions than his, avoiding, in this way, categorical statements. On the other hand, boosting presents a strong point of view. Verbs such as "show", "prove", "evidence"; adverbs like "always", "definitely", "certainly" or modal verbs like "will" or "should" permit the writer to describe a higher level of confidence about what he is saying. Although a piece of writing can do without these two elements, choosing between them will make your writing more interesting.
Podcast
Sources:
AWUC (August 18th, 2015) Hedging in Academic Writing (video). Retrieved from YouTube. Available at: https://www.youtube.com/watch?v=N_gM_GNU0Rw&feature=emb_logo
Griffith University (August 26th, 2015) Learn English - Hedging and Boosting (video). Retrieved from YouTube. Available at: https://www.youtube.com/watch?v=VU-KgiVsAxY&feature=emb_logo
Speaking for myself, I am learning to develop my critical thinking in deep as a way to transmit and communicate a clear message to the audience through my writings. In this case, I have learnt about the relevance of hedging and boosting. First, I need to focus on my ideas to express my thoughts. Second, I have to be careful with the selection of my words and vocabulary.
