Cautious language

In the academic world knowledge is socially constructed, that is to

say that for new ideas or knowledge to be widely accepted,
substantial evidence has to be provided and where possible, findings
for research need to be validated with further research conducted in
different contexts.

For this reason, try avoid claiming “this is true and everyone agrees” and
instead suggest “this seems to be true, but more research is needed to
confirm this.” This is called cautious (or tentative) language. Here are some
more examples.

Don’ts Do’s

“All international students have “International students may have

problems adjusting to a different culture” problems adjusting to a different culture”

“Everyone knows that the first Europeans to “There is general agreement that the first
visit America were Vikings” Europeans to visit America were Vikings”

“The results prove that class size is the most “The results suggest that class size is a
significant factor affecting student significant factor affecting student
performance.” performance.”

From the examples, you can see the ways this is done by:

 using a suitable modal verbs (eg can, could, may, might, should…)
  using a suitable reporting verb (eg claim, suggest, assert, maintain,
argue)

 avoiding words like “all, everyone” (unless this is actually true).

These examples all have slightly different meanings and express different
degree of cautiousness, so make sure you really understand their
differences in meaning before you use them.

Please note that you can still make bold claims, if they are justified. For
example, “Smoking tobacco is clearly bad for your health” is better than
“There is some evidence to suggest that smoking may be bad for your
health”.

Here is some more cautious language that you can use, presented in
context so that you can see how they fit into a sentence:

 As people get older, they tend to have more difficulty remembering

things.

 There is a growing tendency for women to have children later in

life.

 Young drivers are more likely to have accidents than older ones.

 The situation is unlikely to improve.

Vocabulary
Informal or imprecise language tends to be avoided in academic writing.

Don’ts Do’s

Many kids find it difficult to adjust to a new Many children find it difficult to adjust to a
Don’ts Do’s

school. new school.

The results were very good. The results were very positive.

There were lots of problems with the engine There were many problems with the engine
overheating. overheating.

These crops don’t require the use of as much These crops do not require the use of as much
pesticide pesticide.

The students made big improvementsin their The students made significant
reading skills. improvements in their reading skills.

Private cars offer more privacy and

Private cars are more convenient than public
comfort than public transport, and in most
transport.
cases save you time.
 Modal Verbs–Definition and Usage
BASICS

Modal verbs are auxiliary verbs (also called helping verbs) like can, will, could, shall,
must, would, might, and should. After a modal verb, the root form of a verb is
generally used. The word to should not appear after a modal verb. An exception is the
phrase ought to, which is considered a modal verb.

Modal verbs add meaning to the main verb in a sentence by expressing possibility,
ability, permission, or obligation.

EXAMPLE: You must turn in your assignment on time.

EXAMPLE: He might be the love of my life.

EXAMPLE: The doctor can see you now.

When a modal verb precedes the main verb in a sentence or clause, use the root of the
verb rather than the infinitive, which contains the word to.

INCORRECT: The doctor can to see you now.

The one case in which we deviate from this rule and use the full infinitive form of a
verb is with the modal phrase “ought to”

EXAMPLE: The doctor ought to see you now. (You’ve waited long enough.)

To Do as a Modal Verb

The verb to do can be used as a modal verb or a main verb. In this sentence, to do is
being used as a main verb and can is being used as a modal verb.
EXAMPLE: You can do it.

Whereas in this example, do is used as a modal verb.

EXAMPLE: You do know how to sing!

Remember, however, that do can be used as a modal verb only if there is no other
modal verb present in the sentence.

INCORRECT: Thank you, I can do sing.

CORRECT: Thank you, I do sing.

CORRECT: Thank you, I can sing.

Adverb: Definition and Examples

An adverb is a part of speech used to describe a verb, adjective, clause, or another adverb.
It simply tells the readers how, where, when, or the degree at which something was done.
Examples:

1. The manager accepted the challenge very nicely.

The italicized word is an adverb that describes nicely, which is another adverb.
2. Tears began to fall as he saw the completely lifeless body of his wife.

The adverb in this sentence is completely, which describes the adjective lifeless.

3. Surprisingly, the cubicles of the public restroom are clean.

Surprisingly is the adverb in this sentence. It modifies the clause that comes right after it.
Verbs
What is a verb?
Verbs are the action words in a sentence that describe what the subject is doing. Along with nouns,
verbs are the main part of a sentence or phrase, telling a story about what is taking place. In fact,
without a verb, full thoughts can’t be properly conveyed, and even the simplest sentences, such
as Maria sings, have one. Actually, a verb can be a sentence by itself, with the subject, in most case
you, implied, such as, Sing! and Drive!

How to Recognize a Verb

As you can see from the examples above, one clue to help you recognize a verb is its location
compared to the subject. Verbs almost always come after a noun or pronoun. These nouns and
pronouns are referred to as the subject. The verb thought comes after the noun Jack, so the action
Jack (subject) was taking was thinking (verb).

1. Mark eats his dinner quickly.

2. We went to the market.
3. You write neatly in your notebook.
4. They thought about all the prizes in the competition.
Here are some other ways to recognize verbs in a sentence:

1. If you’re not sure if a word is a verb, ask yourself, “Can I do ______?”

Can I think, wonder, walk, yawn? Yes, so these are verbs.

2. You can also ask, ”What is happening?”

In the sentence Mark eats his dinner quickly, what is happening? Eating is happening, so eating is
the verb.

In the sentence They thought about all the prizes what is happening? Thought (thinking) is
happening, so thought is the verb.