Hedging in academic writing and EAF textbooks

Abstract

Academic writing is rich in hedged propositions. By allowing writers to express their uncertainty concerning the factuality of their statements or to indicate deference to their readers, epistemic devices are a significant characteristic of academic writing. While there is clear pedagogical justification for assisting learners to develop an awareness of the significance of hedging and the principles of its correct use, tentative language continues to be an important source of pragmatic failure in the writing of second language science students. This paper discusses the importance, functions, and expression of epistemic modality in scientific discourse in order to evaluate the treatment given to hedging devices in a range of EAP and EST writing textbooks. It is suggested that despite the interest hedging has attracted in the research literature, a number of widely used textbooks display an ignorance of empirical usage, and that pedagogic writing materials would benefit from revisions based on authentic data.