Success at Master's Level

Techniques for adding authority

Several features of academic writing are useful for adding clarity and authority to your writing.
These are: signposting; use of cautious or authoritative language; and using precise language:

Signposting language

Use signposting language to clearly signal the purpose of the writing that follows. You can use words or phrases to highlight transitions between different sections in your writing, and to show how different ideas support or contrast each other:

• 'A critique of the following articles suggests that the current approaches are of limited value as…'
  This phrase signals that a critique is coming.
• 'Comparative approaches may be useful; an evaluation of employment policy in the Netherlands and the UK indicates that there could be benefits to enshrining rights to work from home post Covid-19.'
  This indicates that a comparison between the UK and Netherlands setting is being introduced.
• 'Several concerns relating to Janssen’s (2021) theory were identified.'
  The reader should expect some concerns and limitations relating to Janssen’s theory.

Signposting helps to guide the reader through the structure of your argument and how you are arriving at your conclusions, and makes the flow of your text more coherent. See further examples of signposting in our Planning and Structuring Assignments study guide.

Cautious language

Cautious language (hedging) conveys tentativeness and scepticism. It is wise to use cautious language in the interpretation of evidence and for interim and final conclusions.
Here are examples of words and phrases to bring the tone of caution to your writing:
Use adverbs such as: ‘potentially’, ‘possibly’, ‘perhaps’, ‘maybe’, ‘supposedly’, or ‘seemingly’.
Use phrases which make clear that claims are tentative, for example:

• ‘This may / could / might suggest that’
• ‘This indicates / points to...’
• ‘It seems / appears that’
• ‘One possible / probable / likely consequence...’ 
• ‘It may be useful to recommend’

Authoritative language

Authoritative language (boosters) can be used to reinforce the truth value of statements, and strengthen your argument and academic voice:

• 'It is clear that...'
• 'It cannot be disputed that...'
• 'It is evident that...'
• Adverbs such as:  'evidently', 'obviously', 'clearly', 'indisputably', 'undeniably'

Such boosters should be used sparingly and with caution – you should reserve these to reinforce the perspective that a situation is complex, or the evidence is overwhelming.

Precise language

There is a basic expectation in academic writing that you will support your points with evidence. In addition, it is helpful to choose your words carefully for precise clarity and to demonstrate criticality in your assessment of evidence:

The following example shows how vague bluster could be replaced with specific details which clarify the writer’s meaning:
   ‘Cheating must be stopped - everyone knows this.’
   'There is a growing consensus that plagiarism can be addressed, and 90% of UK universities have now implemented plagiarism prevention technology.’

Choose specific verbs for clear, concise wording and precise meanings – instead of a generalised phrasal verb, a more specific term (often developed from Latin) can be chosen:
   ‘to go up...’
   '‘to increase, ascend, surge, or improve’

Also choose specific verbs to show that you are aware of the relative positioning, attitudes, and theoretical development between authors in an intellectual debate:
  'Hamdi (2009) said'
   'Hamdi (2009) confirmed, asserted, or challenged'