Wordiness in academic writing: a systematic scoping review

Abstract

Background: Excessive use of empty words in academic texts is a significant impediment to effective communication, often complicating the clarity and reducing the comprehensibility of scholarly writing. Purpose: This systematic scoping review investigates the nature, causes, and consequences of excessive use of empty words, alongside strategies for mitigating this issue in academic writing, differentiating between the nuanced connotations of ‘verbosity’ and ‘wordiness’. Methods: Employing a detailed search strategy, the review engaged two electronic databases – Scopus and Google Scholar, initially identifying 256 studies. Employing the PRISMA-ScR protocol and the ‘PCC’ mnemonic (Population, Context, Concept) for inclusion and exclusion criteria, 30 English-language studies directly addressing the excessive use of empty words and strategies for reduction were included. Results: The synthesis of the selected research revealed that while the excessive use of empty words is widely recognized as a challenge for authors and academics, the problem remains underexplored. The analysis clarified the distinction between ‘verbosity’ and ‘wordiness’– terms often used interchangeably but with distinct implications for academic writing. Key factors contributing to this issue include complex sentence structures, unnecessary nominalizations, and the use of redundant phrases or overly complex vocabulary. Effective strategies for reducing excessive wordiness involve simplifying sentence constructions, employing more direct language, eliminating redundancy, and strategically using verbosity for positive rhetorical effects. Conclusion: The review emphasises the importance of awareness and strategic management of empty word usage in academic texts to enhance readability and engagement. By adopting a critical approach to the elimination of unnecessary verbiage, authors can significantly improve the quality of academic writing.