Using language with a amount that is suitable of can protect your claims from being easily dismissed. It can also help to indicate the level of certainty we now have pertaining to the evidence or support.
Compare the next two short texts, (A) and (B). You will notice that although the two texts are, in essence, saying the same thing, (B) has a significant number of extra language across the claim. A large level of this language is performing the purpose of 'hedging'.
Compare the following two texts that are short (A) and (B). Just how many differences do you see within the text that is second? What's the function/effect/purpose of each difference?
You shall probably notice 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 an important proportion of students, extensive reading may subscribe to a noticable difference inside their active vocabulary. Yen's (2005) study learners that are involved 15-16 when you look at the UK, even though it might be applicable to other groups. However, the study involved an opt-in sample, which means the sample students might have been more 'keen', or more involved in reading already. It might be helpful to see whether or not the findings differ in a wider sample.
(please be aware that Yen (2005) is a reference that is fictional only for example).
The table below provides some examples of language to make use of when making knowledge claims.